L 205 
MS fl2 
1898/ 
1899 
Copy 1 



¥ 




^" \ ^^ 









MMMIlMMMl^MMMM^lMllMllMErtMMlMlM^ 



/lustin Public Schools. 



gfllgftlgfilgilllllMgil^lll^lJl^^T^lfPMlMMll^ 



Ei^bteentb /Innual Report 

1898-1899. 



EIGHTEENTH 

ANNUAL KEPORT 



OF THE BOARD OF 



PUBLIC SCHOOL TRUSTEES 



OF THE 



CITY OF AUSTIN, TEXAS, 

Tor the Year Ending /lugust 31. 1899. 



PUBLISHED BY AUTHORITY. 



AUSTIN, TEXAS: 

VON BOECKMANN, SCHUTZE & COMPANY. PRINTERS, 

1899. 



THE BOARD OF TRUSTEES. 



MEMBERS OF THE BOARD. 



NAME 


RESIDENCE 


PLACE OF BUSINESS 


TERM EXPIRES 


J. B. Rogers 


808 East 13th 


County Court House 


December, 1901. 
December, 1901. 


J. W Graham 


2508 Rio Grande 

2600 Whitis Ave 

900 East 8th 


Geo. P. Garrison 


State University 


December, 1903. 


Jefferson Johnson 


December, 1903. 


R. M. Castleman 


308 East 7th 




December, 1903. 


W.J. Mathews 


506 West 22nd 


620 Congress Ave 


December, 1901. 









OFFICERS OF THE BOARD. 

J. B. ROGERS President 

J. W. GRAHAM Secretary 

W. R. HAMBY .' Treasurer 

T. G. HARRIS Superiktendent 



BOARD OF EXAMINERS 

J. L. TAFF, 



J. E. PEARCE, 

ALFRED FRESHNEY, 



T. A. BROWN, 
T. G. HARRIS. 



STANDING COMMITTEES. 

BUILDING AND SUPPLIES. 

J. W. GEAHAM, Chairman, 
R. M. CASTLEMAN, W. J. MATHEWS. 



RULES AND REGULATIONS. 



W. J. MATHEWS, Chairman, 
G. P. GARRISON, C. J. JOHNSON. 



TEACHERS, TEXT-BOOKS, AND EXAMINATIONS. 

G. P. GARRISON, Chairman, 
J. W. GRAHAM, C. J. JOHNSON. 



FINANCE. 



C. J. JOHNSON, Chairman, 
J. W. GRAHAM, R. M. CASTLEMAN. 



ALLAN FUND. 



R. M. CASTLEMAN, Chairman, 
G. P. GARRISON, W. J. MATHEWS. 






DIRECTORY. 



SUPEEINTEN DENT'S OFFICE HOURS. 

HIGH SCHOOL BUILDING. 

School days — from 3:00 p. m. to 4:30 p. m. 
Saturdays— from 10:00 a. m. to 12:00 m. 



CLERK'S OFFICE HOURS. 

HIGH SCHOOL BUILBIKG. 

School days— from 8:30 a. m. to 12:00 m.; 2:00 p. m. to 4:00 p. m. 
Saturdays— from 9:00 a. m. to 12:00 m. 



REGULAR MEETING OF SCHOOL BOARD. 

superintendent's office. 
First Friday in each calendar month, at 4:00 p. m. 



PRINCIPALS' MEETINGS. 

Principals meet with the Superintendent for consultation and dis- 
cussion on the first Tuesday of each month in the Superintendent's 
oflBce at 4:10 p. m. 



TEACHERS' MONTHLY MEETINGS. 

The monthly meeting of the white teachers is held on the second 
Saturday of each month at 9:30 a. m., in the High School Assembly 
Hall. 

The monthly meeting of the colored teachers is held on the third 
Saturday of each month at 9:30 a. m., in the High School Assembly 
Hall. 



PRINCIPALS OF BUILDINGS. 

WARD SCHOOLS. 

At appropriate times, Principals are allowed to call meetings of the 
teachers of their buildings for consultation and instruction. 



W 

El 
02 

Eh 

(^ 
O 

Q 

o 



O ^ 

c; be 

.^ a 

O rQ 

> «3 



a> o 



;3 a; 

^g 

a ai 

a o 

-^^ a 

'^ r-r 

o ^ 
oo a 

a; .— 
S ty3 
C 5 

2 o 

- CO 

a; S 
P* ^ 

'SB'S 



SI 

a S 



5 s-g 



§2 




cud gcq&^^Sn'^s'i^g^S^ «"^^ d adw|i^weqH-;S c 



STATISTICS. 



/. POPULATION AND SCHOLASTIC CENSUS. 

Estimated population of the city of Austin (city directory 
of 1898) 30,246 

SCHOLASTIC POPULATION (CENSUS 1899). 

Total number of white children within scholastic age 2911 

Total number of colored children within scholastic age 1222 



Entire number of children, white and colored, within scho- 
lastic age 4133 

Scholastic age upon which census is based 8 to 16 

Scholastic age in city of Austin 7 to 19 

77. SCHOOL HOUSES AND SCHOOL PEOPEETY. 

FOR THE USE OF WHITE SCHOOLS. 

High School (Temporary Capitol, rented), 214 sittings, 

value of furniture, apparatus, etc $ 2,000 

East Austin, 12 rooms, 591 sittings 26,590 

West Austin, 12 rooms, 533 sittings 28,675 

Tenth Ward, 9 rooms, 423 sittings 24,500 

Sixth Ward, 8 rooms, 370 sittings 21,875 

South Austin, 3 rooms, 200 sittings 3,450 

Hyde Park (rented), 3 rooms, 148 sittings 325 

First Ward (rented), 2 rooms, 74 sittings 155 

Total $107,570 



— 7— 

FOR THE USE OF COLORED SCHOOLS. 

Eobertson Hill, 3 rooms, 94 sittings $ 3,300 

Gregorytown, 8 rooms, 388 sittings 5,000 

West Austin, 5 rooms, 360 sittings 5,100 

Wheatville, 2 rooms, 84 sittings 1,400 

Total $ 14,800 

Total white and colored $122,370 

in. TEACHEKS. 

IN WHITE SCHOOLS. 

High School, males, 4 ; females, 4 ; total 8 

Grammar Grades, males, 3 ; females, 18 ; total 21 

Primary Grades, females, 29 29 

Supernumeraries, females, 3 3 

Supervisor Writing and Drawing, male 1 

Supervisor Music, female 1 

Total, males, 8 ; females, 55 ; total 63 

IN COLORED SCHOOLS. 

High School, 1 male 1 

Grammar Grades, 1 male, 1 female 2 

Primary Grades, males, 5 ; females, 10 ; total 15 

Total, males, 7 ; females, 11 ; total 18 

Total white and colored, males, 15 ; females, QQ ; total 81 

IV. PUPILS. 

Number enrolled, exclusive of duplicates 3673 

Average number belonging 2820 

Average daily attendance 2660 

Per cent, of attendance 94.3 

Number of cases of tardiness 4547 



ENROLLMENT AND ATTEND- 



1898-9. 



SCHOOL 


ENROLLMENT 


BELONGING 


PERCENT ATT. 


White: 

High School 


247 
609 
580 
487 
365 
185 
152 
100 


181 

508 
476 
367 
307 
139 
121 
59 


94.9 




95. 


West Austin 


94.9 


Arsenal Block 


94.2 




94.9 




93.8 


Hyde Park 


94.2 


First Ward 


92.8 






Total White 


2725 


2158 


94.6 






Colored: 

Robertson Hill'; 


123 
4a5 
259 
101 


79 
315 
191 

77 


92. 


Gregory town 


91.3 


West Austin 


93.4 


Wheatville 


94.6 






Total Colored 


948 


662 


93.2 






Total White and Colored 


3673 


2820 


94.3 







ENROLLMENT BY GRADES, 





BOYS 




NAME OF SCHOOL 


1 


2 


3 


4 


5 


6 


7 


8 


9 


10 


11 


H 
O 


White : 

High School 


















61 


17 


13 


91 




52 
27 
47 
17 
27 
13 
26 

208 


43 
44 
40 
17 
10 
9 
15 

178 


49 
33 
52 
26 
11 
22 
10 

203 


45 
73 
26 
22 
19 
16 
14 

315 


36 
35 
24 
32 
2 
2 

131 


32 
37 
30 
20 
12 
8 

139 


11 
19 
12 
19 
7 
13 

81 


22 
22 


"90 


West Austin 








290 










9-)2 




16 

4 








169 










92 


Hyde Park 








82 


First Ward 


64 


61 


17 


13 


65 


Total White 


1300 






Colored: 

Robertson Hill 










30 


12 


10 


4 








56 


Gregory town 


116 
52 

18 

186 
394 


43 
36 
15 

94 

272 


38 

21 

9 

68 

271 


36 

21 

5 

62 

277 








"33 


















130 


Wheatville 
















47 


Total Colored 


30 
161 


12 
141 


10 
91 


4 
68 











466 


Grand Total 











1766 













— 9- 



ANOE BY BUILDINGS. 



1897-8. 



SCHOOL 


ENROLLMENT 


BELONGING 


PER CENT ATT. 


White: 

High School 


225 

646 
567 
424 
364 
172 
157 
86 


167 
524 
48::5 
352 
313 
127 
124 
58 


95.6 




95.6 


West. Austin 


95.9 




95.1 




95.5 




94.8 


Hyde Parlf 


95.5 


First Ward. 


92. 






Total White 


2641 


2148 


95.2 






Colored: 

Robertson Hill 


126 

463 

273 

96 


87 
327 
191 

73 


93.6 




93.5 




93.2 


Wheatville 


95.6 






Total Colored 


958 


678 


93.4 






Total Whites and Colored 


3599 


2826 


94.8 







SESSION 1898-99. 





GIRLS 


h3 


EH 




NAME OE SCHOOL 


1 


2 


3 


4 


5 


6 


7 


8 


9 


10 11 




White: 

High School 


















82 


44 


30 


156 

319 

290 

266 

196 

93 

70 

35 

1425 


347 




49 
18 
46 
26 
21 
14 
23 

l97 


44 
41 
31 
18 
10 
8 
6 

158 


51 
33 
56 
28 
15 
24 
5 

212 


43 
50 
60 
30 
16 
6 
1 

305 


46 
43 
26 
22 
"3 
1 


31 

37 
34 

32 
10 
10 


33 
38 
31 
39 
13 
7 


33 

40 

21 
6 


606 










5H0 










487 










S65 










185 


Hyde Park 








15-^ 


First Ward 










100 


Total White 


141 


134 


120 


102 


82 


44 


30 


''7''5 






Colored: 

Robertson Hill . .. 










24 


10 


16 


17 








67 
232 
139 

54 

480 
1907 


1^3 




86 
59 
33 

166 

365 


66 

34 

6 

106 

264 


42 
23 

32 

87 
299 


38 

13 

3 

54 

259 








465 


















"59 


Wheatville 
















101 


Total Colored 


24 
165 


10 
144 


16 
136 


17 
119 










048 


Grand Total 


82 


44 


30 


3673 







COURSE OF STUDY 

FOR THE 

PEIMARY GRADES OF THE AUSTIN PUBLIC 

SCHOOLS. 



LOW FIRST GRADE. 

Reading. — Words and sentences from blackboard at first; then 
from Harper's First Eeader. Let the first lessons be conversational. 
Introduce objects and pictures to develop the idea of words. Give 
first the spoken word, then the written word. Combine word method 
and the sentence method. Teach u or an and the word following as 
a unit. 

Spelling. — Oral spelling of words from reader or blackboard; 
copying words from board and reader upon slates; copying sentences 
from board and reader upon slates; writing words and sentences 
from dictation; easy lessons in diacritical marks. Pupils should be 
expected at any time to spell any word they have had in any lesson. 
Why not? If teachers will at once decide that this is only reason- 
able, and act accordingly, the spelling in the schools will be greatly 
improved. 

Language. — Begin with conversations about objects with which 
children are familiar; get children to talk; lead them to utter com- 
plete sentences, declarative and interrogative. Teach use of "a" and 
"an" in connection first with common names and then in sentences. 
Teadh use of is and are, was and were, has and have. Have pupils 
copy shoi't sentences first from board or books, afterward from dic- 
tation. Have them observe use of capitals at first of sentence and 
in proper names. Teach them how to write I. Teach use of period 
and interrogation point at end of sentences. By use of objects and 
pictures, teach pupils to write short stories, made up of declarative 
and interrogative sentences. Let every exercise of school be an 



—11— 

opportunity for language work. Encourage pupils to express 
thought fully and correctly at all times; but do not correct errors 
in such a spirit as to repress freedom of expression. Still, correct 
the errors. Memory gems. 

Numbers. — Develop the ideas of number and of symbols of num- 
ber from objects. Teach from object, numeral frame, and black- 
board the ideas of addition and subtraction. Make the step from 
concrete to abstract number easy. Teach by means of objects addi- 
tion, subtraction, multiplication, and division of numbers from 1 to 
9, inclusive. For guidance consult Wentworth and Eeed's Primary 
Arithmetic (Teachers' Edition), Giffin's Supplementary Work in 
Arithmetic, Woodward's Number Stories, Badlam's Aid to Teach 
Numbers, and White's Primary Arithmetic (Teachers'' Edition). 
Pupils should be supplied with objects — buttons, grains of corn, 
spools, etc. 

Writing. — Ko. 2 Writing Pencil. Double ruled paper. Develop 
writing from elements and principles. Where slates are used they 
should be properly ruled. Use long, well sharpened slate pencils. 
Teachers are expected to give the pupils as much individual help as 
possible. Teach position, accuracy, and neatness. Specimens to be 
written in January and May. 

Draiving. — Austin Drawing Pencil Ko. 2. Drawing paper. Use 
models and drawings from Part I. Use drawing for busy work and 
language lessons. Teach accuracy of form and neatness. Follow 
directions of supervisor. 

Music. — Appropriate songs from supplementary song books. 
Daily practice of scales of D, D-sharp, E, F and F-sharp. Dictation 
work from ladder. Tone recognition from tones of scale sung to lo 
or loo. "Butler's Graded Exercises," 1-15. Chart A, pp. 1-6. 

Calisthenics, Nature Study, and Observation Lessons. — As di- 
rected. 

HIGH FIRST GRADE. 

Reading. — Chart and blackboard w^ork-with daily drill in phonics. 
Teach diacritical marks by giving daily drill in most common marks. 
Harper's First Eeader and Swinton's Advanced First Eeader. Give 
special attention to tones and expression. (See Calkin's Ear and 
Voice Training for aid in teaching expression.) 

Spelling. — Continue as in Low First. Keep in mind the fact that 



—12— 

children do not know any word that they can not spell. Remember, 
too, that small children can learn to spell. In the lower grades they 
should learn to spell. Later they will have other tasks. In spell- 
ing, from the very start, they should learn to separate words into 
syllables. They should also learn the use of the diacritical marks 
by easy steps from the beginning. The use of capital letters in 
proper names, etc., is also a proper part of spelling in these grades. 

Language. — Drill in review of work of preceding grade. Keep 
pupils practicing the formation of complete sentences, statements, 
and questions, in oral and written form ; also in use of period and 
question mark, and in use of capitals at beginning of sentences and 
in proper names. It takes an almost endless amount of drill to get 
these little things fixed in habit with children, but it must be done. 
Do it. Have pupils copy exercises from reader, and short selections 
from dictation. See that copying be done accurately and neatly. 
Accuracy and neatness are among the cardinal school virtues, and 
here is an opportunity to cultivate them. By use of objects, pictures, 
cards, etc., get pupils to make short stories, at first oral and then 
written. The ready and correct use of language comes from using 
it correctly. It is a 'habit, formed as other habits are formed. Of 
course, the teacher's language should be the pupil's model. Let it 
be always a fit model. Memory gems. 

Numhers. — Combining by addition, subtraction, multiplication, 
and division to 20 as in previous grade. Counting, and writing and 
reading numbers to 1000. Easy examples in addition and subtrac- 
tion. Coins in common use from 1 cent to 1 dollar. Simple forms 
of fractions, as ^, ^, etc., in concrete work. Let children discover 
each day some new fact. See that the work of each recitation is 
properly related to that of preceding and succeeding lessons. Give 
sufficient drill to secure accuracy and rapidity, but not enough to 
produce "arrested development." Do not depend much on concert 
work. Be sure that the minds of pupils, rather than their tongues, 
are active. Each number lesson should be an exercise in language. 
To make such an exercise profitable, pupils must express thought 
accurately and correctly rather than repeat certain forms of words. 
For books to use as guides, see suggestions for previous grade. 

Writing. — Vertical Simplified Penmanship ISTo. 1. Other direc- 
tions as in Low Division. 

Drawing. — As in Low Division. Follow directions of supervisor. 



—13— 

Music. — Appropriate songs from supplementary song books. 
Daily practice of scales of D, D-sharp, E^, F, F-sharp, and G. Dicta- 
tion work from ladder. Tone recognition from tones of the scale 
sung to lo or loo. "Butler's Graded Exercises," 16-27. Chart A, 
pp. 7-10. 

Calisthenics. Nature Study, and Ohservaiion Lessons. — As di- 
rected. 

LOW SECOND GRADE. 

Reading. — Harper's Second Eeader and Fables and Folk Stories. 
Eead at least twice a day. Give drills in articulation and breathing 
exercises. Pay particular attention to tones of voice. Strive to 
have pupils read naturally — just as they would talk. An exercise 
in oral reading that does not comply with this direction is worse than 
no oral reading. Continue drill in phonics. (See Calkin's Ear and 
Voice Culture.) 

Spelling. — Oral, wri'tten, and phonetic spelling; silent letters 
marked; careful attention to separation of words into syllables; 
accented syllables marked; diacritical marking of letters. Drill in 
spelling. See that pupils learn to spell at least all the words they 
read. Nothing less should be satisfactory to any teacher. The 
habit of correct spelling should be fixed early. In oral spelling 
strive to develop voice power in the distinct utterance of every sound. 
Make lists of words most frequently missed and drill on them. Use 
concert work sparingly if at all. The necessary repetition can be had 
in other ways. 

Language. — Teacher must go over again all the work of the two 
preceding grades — not in hasty review, but in careful drill. Do not 
be impatient that this must be done. It is to be expected. But this 
review work must not take all the time of tliis grade. Advanced 
work is to be done. Easy stories, fables, etc., may be written from 
dictation. Short compositions may be written from observation of 
pictures, plants, animals or other objects. Short letters may be 
written. In this work, a correct form for letter should be put upon 
board and copied from board till it can be correctly copied from 
memory. Then this form should be used in the little letters written, 
only the body of the letter being changed to suit. The two parts of 
a statement or question may be taught; then the fact that some name 
is usually one of the two parts ; then that the words I, he, she, etc., 



may be used in place of names. But the chief work is to be in using 
language correctly in oral and written forms. Never forget that the 
use of language comes from using it, and the correct use of language 
from using it .correctly. Drill, drill, drill. 

Memory Gems. — In this and the higher primary grades teachers 
have excellent opportunity for good language work in the proper 
use of memory gems. Choice selections, in both poetry and prose, 
should be committed to memory and often repeated. Of course 
these selections should be (1) worth remembering, and (2) suited 
to the advancement of the children. From the proper kind of work 
with these memory gems these three results will be accomplii?hed : 
1. The powers of memory will be developed and strengthened. 
This is the proper period in the child's life to cultivate memory. 2. 
The ability to comprehend language and to use it aptly and correctly 
will be greatly increased. It is said that Macaulay, even at the age 
of 8 and 9, talked in the language of books. 3. There may be 
formed a taste for choice literature that will permanently influence 
the life and character of the child. Make much of these opportun- 
ities, then. Swinton's "Talking with the Pencil" will be helpful to 
the teacher in language work in this grade and the next. 

Numbers. — Eeview work of first grade. Combinations of num- 
bers to 40. Eoman numerals to L. Tables to 5 learned thoroughly. 
Writing and reading numbers to 1,000,000. Simple problems in 
analysis. Addition of numbers, the sum of no column exceeding 50. 
Easy examples in subtraction. Measurements in feet and yards, 
also in quarts and gallons using objects in all cases. In teaching 
"the tables" it is important to keep in mind the fact that the only 
way to remember the tables is to remember them. By emptying a 
quart cup four times into a gallon bucket a child will learn in the 
best way that four quarts make one gallon ; and by putting into one 
collection five groups of objectai, each group containing four objects, 
and then counting the number of objects in the entire collection, a 
child will learn that five times four is twenty. We may say that in 
a sense the child knows each of these facts for the time being. But 
how long will he remember such facts? When he forgets them, 
must he learn them again in the same way? To learn such a fact 
once in the manner indicated is a profitable exercise. To have to re- 
learn it in this way many times is a waste of time. The fact that 
seven times eight is fifty-six, and not fifty-four or sixty-three, when 



—15— 

once learned mnst be remembered just as any other fact is remem- 
bered; it can not be re-diiscovered every time it is needed. Life is 
too short for such work. All this means that, whatever devices may 
be used to lead pupils to discover the facts embodied in the tables, 
these facts must after all be committed to memory and remembered 
as other facts are. To do this, drill, drill, drill, backwards, for- 
wards, sidewise, crosswise, and otherwise. By some means fix the 
facts permanently, eternally in the memory. Childhood is the 
proper period of life for this work. Do it now. 

Geography. — Elementary work in Geography is largely supple- 
mentary to other studies. The teacher should seek (1) to arouse an 
interest in the study of natural forms and objects, (2) to cultivate 
the sense-perception of pupils, and (3) to lay a good foundation for 
future 'work in this subject. Pupils in this grade can not, of course, 
learn much geography ; but they can get a few of the very elementary 
notions of this study. They can learn the directions marked by the 
cardinal and selmi-cardinal points of the compass ; they can learn to 
locate objects in and about the school with reference to these points; 
they can watch the teacher draw on the board a map of school room, 
building and lot; they can reproduce some of these on their slates, 
etc., etc. Some work of this kind should be done in this grade. 
Just how much and what kind must be left to the judgment of the 
individual teacher. 

Writing. — "Vertical Simplified Penmanship, ISTo. 3, 32-pa.ge book. 
Carter's Black Ink. Gillott's Pen No. 1045. Practice paper. 
Lessons alternate with drawing. Specimens to be taken in January 
and May. Teach position, neatness, etc. 

Drawing. — Practical Drawing, Part II. Austin Drawing Pencil 
No. 2. Models : Cube, sphere, cylinder. Teach application of 
t^'pe forms to naitural and artificial objects. Encourage drawing in 
connection with other lessons when possible. Follow directions of 
supervisor. 

Music. — -Appropriate songs from supplementary song books. 
Daily practice of scales of D, D-sharp, E, F, F-sharp, and G. Dicta- 
tion work from ladder. Tone recognition from easy exercises sung 
to lo or loo. "Butler's Graded Exercises," pp. 30-45. Chart A, pp. 
1-10 in review, page 11 in advance. "Natural Music Primer," pp. 
1-25, using each of the two parts of the Soprano and Alto exercises 
as separate exercises. 



—16— 

Calisthenics, Nature Study, and Ohservation Lessons. — As di- 
rected. 

HIGH SECOND GRADE. 

Reading. — Swinton's Advanced Second Reader and Stories of 
Great Americana for Little Americans. Use drill twice at least 
each day, giving careful attention to pronunciation, articulation, and 
emphasis. By some means secure natural tone and expression; 
otherwise vou can not justify any exercise in oral reading. Consider 
quality rather than quantity. Look upon reading as the basis of all 
other work. Strive to make intelligent readers. Once each week 
have recitation exercises. 

Spelling. — Drill in oral and written exercises from readers, board, 
geographies, dictation, etc. Pupils should spell all words found in 
the books they use, and all the words they can use in conversation. 
As far as possible, teach meaning of words spelled. Each word 
should be to the child the sign of an idea. Otherwise the child does 
not know the word. Spelling matches, properly managed, may be 
made profitable. Keep up the work of syllabication. This is im- 
portant. Also review work done in lower grades in diacritical mark- 
ing, and extend it gradually. Cultivate, too, the power of distinct 
articulation in oral spelling. 

Language. — Eeview the work outlined for preceding grades, and 
then extend this work in all 'directions to suit the increasing power 
of the pupils. Have longer memory gems committed and more of 
them. Dictate longer stories for reproduction. See that the little 
compositions are somewhat longer and in better form than those 
written in the preceding grade. Continue the writing of letters as 
indicated in low second grade, but see that the children write longer 
letters and better ones. Still emphasize neatness and accuracy. 
Have pupils note classes of sentences ; as, declarative, interrogative, 
imperative, etc. Have them distinguish the two essential parts of 
the sentence. Do not try to teach technical grammar, but have 
pupils observe facts in regard to the sentence. Teach names anid 
uses of marks of punctuation that appear in their work. For ex- 
ample, take the following : 

1. Mary siaid Katie may I go home 

2. "Mary," said Katie, "may I go home?" 

3. Mary said, "Katie, may I go home?" 



—17— 

Get pupils to see what the second means, what the third means, 
and that the first means nothing. Thns they will see the signifi- 
cance of punctuation. They will then be more careful in punctu- 
ating Avhat they write. Teach nothing abstractly. Let them see 
all the facts that they are to learn in concrete form — in the living 
sentence. The facts of the language as they appear in the sentence 
are the things they are to observe and learn. They will then know 
how to use these facts in their own language work. When a fact is 
learned it should be given its right name. For instance, a sentence 
should be called a sentence rather than a "story," and a story should 
be called a story. Why not ? 

In this grade, as in preceding grades, most of the time devoted to 
language work should be given to various exercises in the use of lan- 
guage in oral and written forms rather than to the study of language. 
Get pupils by isome means to use language, and use it correctly. 

Continue the use of memory gems as in the preceding grade. 

Ninnbers. — Tables should be learned to 10. Roman numerals to 
C. Objective work in measuring as in preceding grade, and ex- 
tended as facilities permit. Pupils should learn by trial how many 
pints make a quart, how many feet make a yard, etc. They should 
also learn some of the units of time measure, etc. Addition and 
subtraction of numbers of three or four figures. Easy examples in 
multiplication and division, the multiplier and divisor not exceed- 
ing 5. Long division sihould precede short division. See books 
named in preceding grades. For work in "the tables" see sugges- 
tions for Low Second Grade. 

Geogra.'phy. — In addition to work suggested for preceding grade, 
the following is submitted for consideration of the teacher: Posi- 
tion of prominent buildings in Austin, and their direction from 
school ; location and direction of principal streets ; diagram of school 
block and ladjacent streets; outline map of city, showing some of 
main streets and prominent buildings, etc. Some elementary 
notions of city government, with names of some of the city officers, 
miglit be taught. With a globe, the form and motions of the earth 
as a whole, with simple facts about causes of day and night, could be 
explained. Some elementary ideas of plants and animals, also of 
the causes and effects of heat and moisture, could be given. Any 
other work of suitable character the teacher may use at her discre- 
tion. 



—18— 

Writing. — As in Low Division. 

Drawing. — As in Low Division. 

Music. — Appropriate songs from supplementary song books. 
Daily practice of scales of D, D-sbarp, E^ F, F-sharp, and G. Dicta- 
tion work from ladder. Tone recognition from easy exercises sung 
to lo or loo. "Butler's Graded Exercises/' 46-75. Chart A, entire. 
"Natural Music Primer/' pp. 26-45. 

Calisthenics, Nature Study, and Observation Lessons. — As di- 
rected. 

LOVP THIRD GRADE. 

Reading. — Harper's Third Eeader, Baldwin's Fairy Stories. 
Beading is easily the most important subject taught in the lower 
grades. Ability to recognize word forms readily is a great accom- 
plishment for cliildren. Power to get the meaning of what is read, 
quickly and correctly, is a greater accomplishment. Easy recogni- 
tion of words, ready and expressive utterance of words read, quick 
and correct interpretation of meaning, — these, should be the ever- 
present aims in teaching reading. 

Spelling. — Swinton's Word Primer, pp. 1 to 26. Drill in oral 
and written spelling. In oral spelling, give careful attention to the 
vocal element. The power of distinct utterance can be cultivated. 
Besides the words in the text, have pupils spell all words in readers, 
geography work, arithmetic, etc. Third grade pupils should be able 
to spell all the words they use. Keep up syllabication and diacriti- 
cal marking. See directions for preceding grades. 

Language. — Hyde's First Book to page 31. Book in hands of 
teacher only. Teacher should : ( 1 ) notice how the work covered in 
the Hyde books is apportioned among the grades; (2) study pretty 
thoroughly the three Hyde books, and very carefully the First Book ; 
(3) study the preface to the First Book and the "Suggestions to 
Teachers/' pp. v. and vi. ; and (4) note the work laid out for this 
grade, and determine how it may be best done. On page 56, for 
example, are mentioned about a dozen rules that should be fixed in 
the habits of pupils quitting the High Third Grade. To accomplish 
this, pupils must have much drill in the practical application of 
these rules all t!hrough the grade. Of course this does not mean 
that pupils are to commit these rules to memory and repeat them 
verbatim at stated oooasions. It means that pupils are to use these 



—19— 

rules, without any necessary mention of any formal rule, in all their 
•written work till the habit of using them becomes so fixed that they 
are used unconsciously. This is the result of drill and practice 
under proper direction. But this reference to page 56 does not 
mean iJliat page 56 sums up all the language work of the grade. It 
only means thait the teacher should keep that summary in mind as 
a guide in part of the work to be done. 

The portion of the book assigned for this grade provides only 
twenty-nine formal lessons. Pupils will be in the grade ninety 
days. Hence about sixty supplementary lessons must be larranged 
by the teacher. Most of these supplementary lessons can be sup- 
plied by subdividing the lessons laid out in the book, and by increas- 
ing the amount of work in'&ieated in the book. For example, it 
would be easy to keep ehildren profitably employed for a week with 
the work outlined in Lesson IV. by increasing the amount of work 
to five or ten times that given in the book. 

On pages 116 to 140 may be found suggestions about story writ- 
ing from pictures. As the pupils will not have this book it will 
perhaps be neqessary for the teacher to substitute pictures of suffi- 
cient size to be seen easily by all pupils from teacher's desk. But 
the suggestions will be helpful. Much story writing may be well 
done in connection with the work in the readers. Exercise in oral 
stories also affords a good opportunity for good language drill. To 
be able to reproduce in good oral form the salient points of a pro- 
duction read or heard is no mean accomplishment. 

For use of memory gems see lower grades; but remember that 
more is to be expected in this grade than in any lower grade. 

Teacher in this grade must also review all the language work of 
lower grades. There is no way to avoid this. 

Numbers. — Multiplication and division tables to 12 completed. 
Eoman notation to M. Practice in addition and subtraction. Mul- 
tiplication and division, multiplier and divisor not exceeding 12. 
Solution and explanation of problems involving addition, subtrac- 
tion, multiplication, and division. See that problems are not too 
hard and not too easy. Give plenty of drill in these exercises. Drill 
also on notation, on numeration, and on the tables. See books named 
in preceding grades. See also suggestions about teaching tables in 
lower grades. 

In these lower grades, teachers should be careful in teaching 



—20— 

analysis. So far as pupils can be taught to analyze intelligently, 
they should be taught to analyze, but no further. To require pupils 
to repeat forms of analysis that are not understood is very much 
worse than a waste of time. The powers of analysis do not natu- 
rally reach maturity in childhood and should not be forced into 
abnormal development, even if this were possible. If required to 
do so, children will commit to memory the most rigid forms of 
arithmetical analysis and will apply these forms in a mechanical 
way to given examples. But do they really understand the form 
or see the application? If so, all right; if not, all wrong. Be 
careful, solemnly careful, awfully careful, here. Analysis should be 
a matter of understanding, it is a matter of understanding, not of 
memory, and when maide a matter of memory, is nothing or worse. 
Teach analysis, of course, but use common sense in teaching analysis. 

Geography. — Note first work indicated for preceding grades. Re- 
view this. Then take something like this : Teach what a map is. 
Fix points of direction on map. Take up map of Austin, extending 
work done in preceding grades. Map of Travis county, with river, 
railroads, and a few other prominent features. Taking up the earth 
as a whole again, and using a globe and maps, explain divisions of 
land and water into continents and oceans. Names of hemispheres, 
continents, and oceans with their relative positions may be taught. 
Under special study of the globe, the Western Hemisphere and North 
America may be taken up. In explanations and definitions of the 
different divisions of land and water teaching should, of course, be 
objective till children comprehend the meaning of terms used. 

Writing. — Vertical Simplified Penmanship, No. 3, 32-page book. 
Carter's Black Ink. Gillott's Pen No. 1045. Practice paper. 
Lessons alternate with drawing. Specimens to be written in Jan- 
uary and May. Teach position, neatness, etc. 

Drawing. — Practical Drawing, Part III. Austin Drawing Pen- 
cil No. 2. Models : Half sphere, half cube, cylinder, cone. Teach 
application of type forms to natural and artificial objects. Use 
drawing in connection with other studies. Teach accuracy, neat- 
ness, etc. Follow directions of supervisor. 

Music. — * Appropriate songs from supplementary song books. 

*It is desired that this be done on practice paper, be corrected, returned to 
the pupil, and then that the correct form be carefully copied in the com- 
position book. 



—Si- 
Daily practice on scales of C, C-sharp, D, D-sharp, E, F, F-sliarp, 
and G. *Dictation work as suggested in Reader No. 1. Tone rec- 
ognition from familiar 'Songs, sung to lo or loo. *"Butler's Graded 
Exercises," 76-80. Chart B, pp. 1-3. "Natural Music Primer," 
pp. 46-67. ^Written transposition of at least five exercises in the 
Primer. * Original composi'tions of exercises of eight ^measures. 

N. B. — Music composition books for each half year, to be kept in 
inlc^ drawing of the staff alone excepted. 

Calisthenics, Nature Study, and Observation Lessons. — As di- 
rected. 

HIGH THIRD GEADE. 

Reading. — ^Use Swinton's Advanced Third Reader and Eggles- 
ton's Stories of American Life and Adventure. Drill daily with 
close attention to all elements of good reading. Do not forget that 
the primary object should be to' teach pupils how to get the thought 
from the printed page. The oral exercise, when properly conducted, 
is very important ; but it is always secondary in importance, and is 
important not as an end, but as a. means, (1) of training into good 
habits of silent reading, and (3) of vocal drill. Teach oral read- 
ing, then, as ^a means, not as an end. Occasionally have pupils prac- 
tice concert reading; also have them memorize and recite choice 
selections. 

Spelling. — Swinton's Word Primer, pages 27 to 56. See sug- 
gestions for preceding grades. Pupils leaving this grade should not 
be willing to spell any word incorrectly in any written exercise. 
This is merely a matter of habit, and it is the mission of the teacher 
to form correct habits. 

Language. — ^Hyde's First Book to page 57. Book in hands of 
teacher only. See directions for language work in Low Third 
Grade. In selecting supplementary work for this grade, do not 
assign work that is too difficult. The technicalities of grammar 
come later. Speaking a.nd writing are arts. Grammar is a science. 
Art precedes science. The proper aim in this grade is to train pupils 
in the arts of speaking and writing correct English. After they 
learn these arts they can with profit study the science of grammar. 



*It is desired that this be done on practice paper, be corrected, returned to 
the pupil, and then that the correct form be carefully copied in the com- 
position book. 



—22— 

but not now. Keep within the range of pupils' powers. Within 
this range have pupils practice, practice, practice. Habits can not 
be fixed in any other way, and the correct use of language, in written 
or in oral form, is a matter of habit only. 

In addition to results noted on page 56, to be accomplished in 
this grade, the following may be mentioned : 

1. Classification of sentences; as, declarative, interrogative, etc. 

2. ITse in sentences of new words found in readers and other 
studies. 

3. Writing of proper names, in full and with initials. 

4. Common abbreviations; as those for months and days, Mr., 
Mrs., Tex., P. 0., Dr., Prof., dov., St., etc. 

5. Use of the apostrophe to denote possession and contraction. 

6. Use of the principal parts of such verbs as these : be, take, 
eat, write, ride, drive, sing, sit, set, lie, lay, do, see, ring, etc. 

7. Use of oapital letters, I and 0, in the first word of a sentence 
or line of poetry, in proper names, and in direct quotation. 

8. The use of the comma in a series, in address, with yes and 
no, and in the quotation. 

9. The use of is and are, was and were, has and have, etc. 

10. Use of quotation marks. 

11. Different parts of a letter and their names; as heading, date, 
etc. 

12. Indentations for paragraphs, etc. 

Pupils have had many of these in preceding grades ; but they must 
have them again and again in this grade till they become fixed in 
habit. 

Continue reproduction work as in preceding grades. Also con- 
tinue and extend use of memory gems. 

Numbers. — Tables reviewed and -fixed. Drill in addition and 
subtraction. Multiplication and division, divisor and multiplier 
containing not more than three figures. Units of U. S. money, and 
addition and subtraction in these units. Drill in use of Roman 
notation. Teach dozen, score, etc. ; also one-fourth dozen, one-half ' 
dozen, etc. For suitable additional exercises s.ee books referred to 
in preceding grades. 

Geography. — See suggestions for preceding grades. Review such 
of the work there outlined as you find necessary. Continue that 
work by outline study of North America, of the United States, of 



—23— 

Texas, of Travis county. Map drawing should be a feature of the 
work in this grade. A geographical reader in the hands of the 
teadher will be a source of interest and profit. The tone and char- 
acter of this work will be determined largely by the individuality of 
the teacher. However, the grade meeting offers an opportunity for 
ail teachers to get the best ideas and suggestions of the most re- 
sourceful teacher in the grade. Do not fail to use this opportunity. 

Writing. — As in Low Division. 

Draiving. — As in Low Division. 

Music. — * Appropriate songs from supplementary song books. 
Daily practice in scales from C to G. *Diotation work as suggested 
in Keader No. I. Tone recognition from familiar songs, sung to lo 
or loo. *"Butler's Graded Exercises," 81-88. Chart B, pp. 4-7. 
"Natural Music Primer," pp. 68-81. *Written transposition of at 
least five exercises in the Primer. * Original composition of exer- 
cises of eight measures. * Story of the violin. 

N. B. — ^Music composition book for each half year, to be kept in 
ink, drawing of the staff alone excepted. 

Calisthemcs, Nature Study, and Observation Lessons. — As di- 
rected. 

LOW FOURTH GRADE. 

Reading. — Harper's Fourth Eeader, Child's Health Primer, Path- 
finder Series No. 1. Drill daily in vocal elements in reciiting, in 
concert reading. Drill in exercises suitable to develop voice power, 
as breathing, distinct utterance of difficult sounds, etc. Also give 
careful attention to meaning of new words. Train pupils to use 
the dictionary. Kead suggestions for lower grades. 

Spelling. — Swinton's Word Primer, pages 56 to 79. Supplement 
as in preceding grades. It should be expected that pupils in this 
grade spell correctly or not at all. They should not try to write a 
word or use a word that they can not spell. The work of syllabica- 
tion and diacritical marking should be continued as in preceding 
grades. 

Language. — Hyde's First Book to page 87. Book in hands of 
teacher only. Study carefully the work outlined in language in all 
preceding grades, then note precisely ground covered in text from 



*See note, Low Third Grade. 



page 57 to page 87. Work in this grade includes (1) a review of 
all preceding language work; (2) the advanced work indicated in 
text ; ( 3 ) supplementary work of the same character and grade as 
that outlined in text on pp. 57 to 87; and (4) a continuation and 
exLeusion of reproduction work and memory gems suggested in pre- 
ceding grades. 

Pupils should be led to a clear comprehension of the meaning of 
the technical terms used in the text; as, proper name (or noun), 
common name (or noun), singular, plural, possessive, etc. I>[ote, 
however, the distinction between a thorough understanding of the 
signification of these terms, and the committing to memory of formal 
definitions. The former is essential, promoting intelligence, life, 
growth. The latter may be dead and worse than useless. 

Very few technical terms not given in portion of text assigned, 
should be used in this grade. In teaching the two parts of a simple 
sentence in this grade, the words subject and predicate might well 
be introduced and their meaning made clear, so that pupils may 
ever afterward use them intelligently. Pupils should have much 
exercise in marking subjects and predicates. Most of the difficulties 
in the formation of the plural of nouns should be mastered in this 
grade. Much drill is necessary here. The formation of the pos- 
sessive of singular and plural nouns will also take much careful 
attention. On all these points the text must be supplemented. 
Often several days may be profitably spent on points indicated in a 
single lesson as laid out in the text. Supplementary work should 
not introduce new terms, new features, or new difficulties, but should 
only furnish material for drill on the work suggested in the text. 
Do not go fast. Do not try to do much. Do a little well. This is 
the only way to make rapid progress. If pupils in this grade really 
master the work laid out, so that they will not need to study it in 
the higher grades, then the teacher should be satisfied. 

Arithmetic. — S. & K. Intermediate Arithmetic to Cancellation. 
For supplementary work see books named in lower grades. Also see 
suggestions in preceding grades. 

Geography. — ^Appleton's Elementary to page 63. In this grade 
for the first time the pupil is to study geography from a text-book. 
Much of the work assigned is not new to the pupil, yet its satisfactory 
completion will probably keep the pupil busy. The manner of pre- 
senting the work is left to the teacher, subject to conclusions reached 



—35— 

in grade meetings. A geographical reader in hands of teacher will 
add greatly to the value of the work. To pupils in this grade geog- 
raphy can be made intensely interesting and highly profitable, but 
the opposite' results are not as unusual as they should be. Good 
judgment, tact, and enthusiasm on the part of the teacher ai^e of 
vital importance here. Perhaps no one text-book yet written is ade- 
quate to the demands. Help should be drawn from all available 
sources. This is a good time for a child to learn much geography, 
•and the opportunity should not be lost. 

Writing. — Vertical Simplified Penmanship Ko. 4, 32-page book. 
Carter's Black Ink. Practice paper. Lessons alternate with draw- 
ing. Specimens to be written in January and May. Teach posi- 
tion, neatness, etc. 

Drawing. — Practical Drawing, Part IV. Austin Drawing Pencil 
No. 2. Models : Ellipsoid, ovoid. These are modifications of the 
sphere. Teach application of type forms to natural and artificial 
objects. Apply drawing to other studies. Teach accuracy, neat- 
ness. Follow directions of supervisor. 

Music. — * Appropriate songs from supplementary song books. 
Daily practice on scales from B-flat to G. *Dictation work as sug- 
gested in Eeader No. I. Tone recognition from familiar songs, 
sung to lo or loo. *"Butler's Graded Exercises," 89-95. Chart B, 
pp. 8-11. "Natural Music Primer," pp. 82-103. *Written transpo- 
sition of at least six exercises in Primer. * Original composition of 
exercises of eight measures embodying the use of chromatic tone fi, 
with its resolution. 

N. B. — ^Music composition book for each half year, to be kept in 
ink, drawing of the staff alone excepted. 

Calisthenics, Nature Study, and Observation Lessons. — 'As di- 
rected. 

HIGH FOURTH GRADE. 

Reading. — Swinton's Advanced Fourth Eeader, Black Beauty. 
See directions for preceding grades. 

Spelling. — Word Primer completed and reviewed. Pupils should 
be able to spell all words found in all texts used in this and preceding 
grades. The teacher ought to expect this. Learning to spell in 
English involves much labor. It is a labor that can be performed 

*See note, Low Third Grade. 



—26— 

in childhood. It should be largely accomplished in the primary 
grades. This does not mean that children leaving the Fourth Grade 
should be able to spell all the words in the English language. Of 
course not. 3ut it does mean (1) that they should be able to spell 
all the words that they use, and (2) that they should have fixed the 
habit of correct spelling. In higher grades they need their time for 
other work. The battle for correct spelling should be fought and 
won in the primary grades. 

Language. — Complete Hyde's First Book. Book in hands of 
teacher only. 

Work of this grade is to be as follows : 1. Eeview of language 
work of all lower grades. 2. Work given in text on pages 87 to 113, 
with suitable and abundant supplementary exercises. 3. Continu- 
ation of oral and written reproduction work and memory gems as 
indicated in lower grades. Pupils leaving this grade may rea- 
sonably be expected to know all that is in Hyde's First Book. They 
should not be expected to decline nouns and pronouns, conjugate 
verbs, or compare adjectives. That kind of work is not suggested 
in the text and should not be brought in in supplementary work. 
It belongs to higher grades. But pupils leaving this grade should 
know the "parts of speech," and how to name readily and quickly 
the nouns, pronouns, verbs, adverbs, etc., in any ordinary sentence. 
They should also know well the meaning and force of the terms noun, 
verb, etc. They should know, too, how to form the plural of all 
nouns in ordinary use; how to form the possessive singular and 
plural of nouns; when to use the nominative form and when the 
objective form of the pronoun (they should know this, not by rule, 
but by practice) ; how to use the principal parts of irregular verbs; 
when to use the singular form and when the plural form of the 
verb; when to use adjectives and when adverbs, etc. They should 
know, also, when to use capital letters, when to use the period, when 
the interrogation point, when the exclamation point, much about the 
use of the comma, etc. They should know something about para- 
graphing, and about the forms of letters, etc. They should be able 
to express quickly and accurately, in oral or written form, any 
thought that they clearly understand. All this should come from 
drill, drill, drill. It will probably never come in any other way. 

Arithmetic. — S. & K. Intermediate to Division of Fractions, p. 
77, including review of book from first, and drill in addition, sub- 



—27— 

traction, multiplication, and division. Rapidity and accuracy in 
these processes can be secured by much practice only. Secure them, 
if possible. Supplement work in text from books named in pre- 
ceding grades, or from other sources. 

Geography. — Appleton's Elementary completed. Suggestions 
made for Low Fourth Grade are equally applicable in this grade. 
In these grades good work in map drawing can be done. Time well 
epent in this way in these grades will be time saved in higher grades 
for other kinds of work that can be more profitably done then than 
now. 

Writing. — As in Low Division. 

Draiuing. — As in Low Division. 

Music. — * Appropriate songs from supplementary song books. 
Daily practice on scales from B-flat to G-. *Dictation work as sug- 
gested in Reader ISTo. I. Tone ^ recognition from familiar songs, 
sung to lo or loo. *"Butler's Graded Exercises," 96-104. Chart 
B, pp. 12-14. "Natural Music Primer," pp. 104-126. *Written 
transposition of at least five exercises in Primer. * Original compo- 
sition of exercises of eight measures, embodying use of chromatic 
tone ri. * Story of the pipe organ. 

N. B. — Music composition book for each half year to be kept in 
ink, drawing of the staff alone excepted. 

Calisthenics, Nature Study and Observation Lessons. — As di- 
rected. 



COURSE OF STUDY 

POR THE 

ORAMMAK GRADES OF THE AUSTIN PUBLIC 

SCHOOLS. 

LOW FIFTH GRADE. 

Reading. — Eggleston's First Book in American History, and 
Longfellow's Children's Hour. 

Spelling. — In the grammar grades pupils will not be required to 
use a text-book in spelling ; but it will be expected that they do much 
good work in spelling. It is expected that they enter this grade 



*See note, Low Third Grade. 



—28— 

with the habit of correct spelling already established. If so, this 
habit must be preserved and confirmed; if not, it must at once be 
formed. All pupils in this grade should know how to use a diction- 
ary, and they should all have easy access to a dictionary of some 
kind. Each pupil should, in fact, be urged to keep his own diction- 
ary at his desk at all times, and to consult it whenever in doubt as 
to the spelling of any word. No written exercise containing an in- 
correctly .spelled word should be accepted. This is not unreasonable. 
It is right. Pupils will seldom rise above their teacher's expecta- 
tions or requirements. If pupils are to be taught to spell correctly, 
and if they are to be trained in the habit of correct spelling till it 
becomes thoroughly fixed, then teachers must use the means that 
will secure these results. It should at once be settled that no one 
who has access to a dictionary and knows how to use it, is ever to be 
justified in spelling any word incorrectly. With this rule estab- 
lished and enforced, bad spelling will at once disappear. This is 
what is to be done. In their written work pupils in the grammar 
grades will, under this rule, get much practice in correct written 
spelling. Much of the training they are to receive in spelling will 
come in this way. Yet it is important that they have regular drills 
in both oral and written spelling. Lists of words for these exer- 
cises are to be taken from texts in use and from other sources.. 
These lists should be considered and in part arranged at grade meet- 
ings. Pupils should learn to spell all the words they use. Of 
course they should. The work in diacritical marking and in syl- 
labication should be continued. See suggestions for primary grades. 

English Language. — Hyde's Second Book to Lesson XXVL, p. 47. 
Pupils in this and higher grades will use the text-book. 

For general suggestions see directions for language work in lower 
grades. 

The use of technical terms should still be limited to those intro- 
duced in the text for this and preceding grades. Little formal 
grammar and much language work should still be the aim. The 
test treatise in the few features embodied in the twenty-five formal 
lessons laid out in the book is to be so amplified by supplementary 
work as to profitably employ the class for ninety lesson periods. 
Teachers in grade meeting should discuss fully the character of this 
supplementary work. The author gives some good suggestions on 
pages iii. to vi. As a rule, the lesson laid out in the text is too long 



—29— 

for one day's exercise; for example, Lesson VII. will probably en- 
gage the class profitably for two or three days. The lessons given 
on pages 187 to 217 may also be used as supplementary exercises 
throughout the fifth and sixth grades. Again, Lessons XV., 
XXIII., and XXIV. show how an indefinite quantity of supple- 
itiontary work can be drawn from readers or periodicals. The work 
in memory gems should be continued as in lower grades. 

AHtlimetic. — S. & K. Intermediate to Compound Numbers, page 
94, including review of book from first and drill in all preceding 
processes, with suitable supplementary work from other texts. 

Geography. — Appleton's Higher to page 40. The first few pages 
of text are too difficult for pupils of this grade. The teacher should 
go over these pages with the class. A thorough understanding of 
these subjects should not be expected of these children. Teachers in 
higher grades may expect to have to review these topics whenever 
occasion demands. A good geographical reader will be found to be 
an excellent supplement to the text. For other suggestions, see pre- 
ceding grades. 

Map drawing continued. 

Science. — Paul Bert, Book I., to Art. 25. Book in hands of 
teacher only. 

Composition. — Exercises in narration and description. 

Writing. — Vertical Simplified Penmanship, ISTo. 5, 32-page book. 
Carter's Black Ink. Gillott'is Pen No. 1045. Practice paper. 
Lessons alteifnate with drawing. Specimens to be written in Jan- 
uary and May. Insist upon having neat and careful work. 

Drawing. — Practical Drawing, Part V. Austin Drawing Pencil 
No. 2. Models : Cube and chalk box. Teach the different posi- 
tions of the cube and apply the same to drawings in Part V. Ee- 
quire pupils to work from principle. Do all drawing free-hand. 
Insist upon accuracy of form and neatness. Follow directions of 
supervisor. 

Music. — * Appropriate songs from supplementary song books. 
Daily practice of scales from A below, to G above middle C. *Dicta- 
tion work as suggested in Reader No. I. Tone recognition from 
new songs, sung to lo or loo. *"Butler's Graded Exercises," 105- 
110. Review all of Chart B. "Natural Mtisic Reader," No. I., pp. 



*See note, Low Third Grade. 



—30— 

1-27. *Written tramsposition of at least six exercises in Reader, 
* Original compositions of exercises of eight measures, embodying 
use of chromatic tones ri and fi. 

N". B. — ^Music composition book for each half year, to be kept in 
ink, drawing of the staff alone excepted. 

HIGH FIFTH GRADE. 

Reading. -^FsiVil Revere's Eide and Tales from Shakespeare. 

Spelling. — See Low Fifth Grade. 

English Language. — Hyde's Second Book to Lesson LIIL, page 
93. See directions for Low Fifth Grade. 

Arithmetic. — Complete S. & K. Intermediate, omitting, if neces- 
sary, pp. 112 to 119, inclusive, and pp. 128 to 133. 

By the time pupils finish this book they should be expert in the 
mechanical processes of addition, subtraction, multiplication, and 
division. They should do such work with lightning rapidity and 
with absolute accuracy. Why not? This is the proper time for 
them to .acquire this power, which comes largely from practice. 
Later they have other things to do. During these years they should 
also learn something of fractions, compound quantities, percentage, 
and other Subjects presented in elementary form in this little book; 
but thoroughness in these is not to be expected. Clear notions of 
some of the simpler principles and of their application in relatively 
easy problems should be expected, but not a thorough understanding 
of these subjects. To attempt too much along these lines in the 
lower grades is to fail. But pupils should clearly understand the 
work they do in these subjects. Keep the work within the range of 
pupils' powers, and then see that they master this work. 

Geography. — Appleton's Higher, pages 40 to 64, and review. 
Read suggestions for lower grades. Map drawing continued. 

Science. — Paul Bert, Part I., eompleted and reviewed from first. 
Book in hands of teacher only. 

Composition. — Narrative and description continued. 

Writing. — As in Low Division. 

Drawing. — As in Low Division. 

Music. — * Appropriate?" songs from supplementar}^ song books. 
Daily practice of scales from A below middle C to G above. *Dicta- 



*See note, Low Third Grade. 



—31— 

tion work as suggested in Eeader No. I. Tone recognition from 
new songs, sung to lo or loo. *"Butler's Graded Exercises/' 111- 
119. Eeview Chart B. "Natural Music Eeader" No. I., pp. 38-42. 
* Written transposition of at least six exercises in Eeader. * Original 
compositions of exercises of eight measures, embodying use of chro- 
m'atie tones n and fi. *Key signatures of C, G, D, A, E, F, B-flat, 
and E-flat. *Story of the piano. 

N. B. — Music eomposition book for each half year, to be kept in 
ink, drawing of the staff alone excepted. 

LOW SIXTH GRADE. 

Reading. — ^Dickens' Christmas Carol, and Seven American Clas- 
sics. 

Spelling. — See Low Fifth Grade. 

English Language. — Hyde's Second Book to Lesson LXXX., page 
139. See directions for Low Fifth Grade. 

Arithmetic. — S. & K. Higher to Decimals, page 84. 

Geography. — Appleton's Higher, pp. 65-76, and review. See sug- 
gestions for lower grades. Map drawing continued. 

Science. — Paul Bert, Part IL, pp. 7-33, and review. Book in 
hands of teacher only. 

Physiology. — New Pathfinder No. 3, to p. 109. This subject and 
Science alternate. 

Composition. — Descriptive exercises and letter writing. 

Writing. — Vertical Simplified Penmanship, No. 6, 33-page book. 
Carter's Black Ink. Gillott's Pen No. 1067. Lessons alternate 
with drawing. Specimens to be taken in January and May. Ee- 
quire neat and careful work. , 

Drawing. — Practical Drawing, Part VI. Austin Drawing Pen- 
cil No. 3. Models : Cube and cylinder. Eeview cube and compare 
tihe same with cylinder. Teach application of cube and cylinder to 
all drawings in Part VI. Eequire pupils to work from principle. 
Insist upon having neat and accurate work. Follow directions of 
supervisor. 

Music. — * Appropriate songs from supplementary song books. 
Daily practice of scales from G below to G above middle C. ♦Dicta- 
tion work as suggested in Eeader No. I. Tone recognition from 



*See note, Low Third Grade. 



—32— 

new songs, sung to words of song. * Finish "Butler's Graded Exer- 
cises." First half of Chart C. "Natural Music Eeader," No. I., 
pp. 43-63. *Written transposition of at least six exercises in 
Reader. * Original compositions of exercises of eight measures, em- 
bodying use of chromatic tones ri and si. *Key signatures of keys 
of C, G, D, A, E, F, B-flat, E-flat, and A-flat. * Composition on 
life of Handel. 

]<[. B. — Music composition book for each half year, to be kept in 
ink, drawing of the staff alone excepted. 

HIGH SIXTH GRADE. 

Reading. — Hawthorne's Wonder Book, and Stories of Other 
Lands. 

Spelling. — See Low Fifth Grade. 

English Language. — Finish Hyde's Second Book. See directions 
for Low Fifth Grade. 

Arithmetic. — S. & K. Higher from page 84 to 129. 

Geography. — Appleton's Higher, pp. 77-94. Suggestions for 
lower grades applicable. Map drawing continued. 

Science. — Paul Bert, Part II., completed and reviewed from first. 
Book in hands of teacher only. 

Physiology. — Pathfinder No. 2, completed. This subject and 
Science alternate. 

Composition. — 

Writing. — As in Low Division. 

Drawing. — As in Low Division. • 

Music. — * Appropriate songs from supplementary song books. 
Daily practice of scales from G below to G above middle C. *Dicta- 
tion work as suggested in Header No. I. Tone recognition from 
new songs, sung to words of song. Second half of Chart C. 
"Natural Music Eeader," No. I., pp. 64-80. *Written transposition 
of at least six exercises in Eeader. * Original coanpositions of exer- 
cises of eight measures, four of which are desired in the minor, 
*Key signatures for keys of C, G, D, A, E, B, F, B-flat, E-flat, 
A-flat, D-flat. * Composition on life of Mendelssohn. 

N. B. — Music composition book for each half year, to be kept in 
ink, drawing of the staff alone excepted. 



*See hote, Low Third Grade. 



-33— 



LOW SEVENTH GRADE. 



Reading. — Enoch Arden, Eiv. Lit. Ser., No. 73, and Miles 
Standish. 

Spelling. — See Low Fifth Grade. 

English Grammar. — Hyde's Practical Grammar to Lesson 
XXIII., page 49. 

Pupils who have mastered the work outlined for preceding grades 
are prepared to study the grammar of the English language intel- 
ligently. They should in the seventh and eighth grades learn very 
satisfactorily all that is in Hyde^s Practical English Grammar, and 
more. They should do a considerable amount of supplementary 
work. The teacher should read the author's preface carefully in 
order to understand the plan and purpose of the text, and in order 
to select supplementary work in keeping therewith. The teacher 
should also be familiar with all three of the Hyde books, and with 
the work assigned for each of the preceding and succeeding grades. 
Teaching in each grade should have proper reference to the require- 
ments in lower and higher grades. Pupils in any grade may right- 
fully be held responsible for all work assigned for all lower grades. 
Yet no teacher may hope to escape the necessity of reviewing the 
work of preceding grades. Hence much time will be spent in review 
work. Any teacher who thinks the work assigned for his or her 
grade too limited in quantity, may easily, and profitably, too, use 
the surplus time in reviewing the work of preceding grade with a 
view to greater thoroughness. No work in advance of that assigned 
should be done. Eeach backward rather than forward always for 
additional work in grammar, as well as in other studies. 

For this grade only forty-eight pages of the text have been as- 
signed; but on these pages a sufficient number of topics has been 
presented for a term's work, and the subjects treated are important. 
The text does not furnish sufficient exercises, examples, etc., to secure 
thoroughness on the part of the learner. Hence the teacher must 
supplement the text with additional exercises of the same general 
character. Any insfenious teacher will find this easy. The tempta- 
tion is to push on, or to bring in a more difficult grade of work, or 
to do only the work laid down in the text and then put in the surplus 
time on other studies. None of these things should be done. This 
is the proper time for pupils to learn thoroughly that part of gram- 



mar treated in the text assigned. (Note the word "thoroughly") , 
The only way to do this is to do it. Do it. 

Arithmetic. — S. & K. Higher to Commission, page 164. 

Geography. — Appleton's Higher, pp. 94-111, and review from 
first. Map drawing continued. 

Science. — Paul Bert, Part III., pp. 43-54. Book in hands of 
teacher only. 

Composition. — Narration, description, and reproduction work — 
oral and written. 

Writing. — As in Low Sixth Grade. 

Drawing. — As in Low Sixth Grade. 

Music. — * Appropriate songs from supplementary song books. 
Daily practice of scales from G below to F above middle C. *Dicta- 
tion work as suggested in Reader No. I. Tone recognition from 
new songs, sung to words of song. Review Chart C. "Natural 
Music Reader" No. I., pp. 68-80. *Written transposition of at 
least six exercises in Reader. * Original compositions of exercises 
of eight measures, using two parts in harmonious intervals. *Key 
signatures of C, G, D, A, E, B, F, B-flat, E-flat, A-flat, D-flat, and 
G-fiat. * Composition on life of Haydn. 

N. B.— Music composition book for each half year, to be kept in 
inl<;, the drawing of the staff alone excepted. 

HIGH SEVENTH GRADE. 

Reading. — Texas History, and Little Nell. 

Spelling. — See Low Fifth Grade. 

English Grammar. — Hyde's Practical English Grammar to 
Lesson XXXYIIL, page 93. See directions for Low Seventh 
Grade. 

Arithmetic. — S. & K. Higher to Stocks and Bonds, page 313, 

Geography. — Appleton's Higher, completed and reviewed from 
first. Special attention to mathematical and physical geography. 
Map drawing continued. 

Science. — Paul Bert, Part III., completed and reviewed. Book 
in hands of teacher only. 

Composition Worlc. — Oral and written. 

Writing. — As in Low Sixth Grade. 



*See note, Low Third Grade. 



—35— 

Draiving. — As in Low Sixth Grade. 

Music. — * Appropriate songs from supplementary song books. 
Daily practice of scales from G below to F above middle C. * Dicta- 
tion work as suggested in Eeader ISTo. I. Tone recognition from 
new songs, sung to words of song. "Natural Music Reader" No. I., 
pp. 81-126. *Written transposition of at least six exercises in 
Eeader, two of them being two-part exercises. * Original composi- 
tions of exercises of eight measures, using two parts in harmonious 
intervals. It is desired that one of these compositions be in fhe 
minor. *Key signatures of C, G, D, A, _E, B, F, B-flat, E-flat, 
A-fiat, D-flat, G-flat. * Composition on lives of Bach and Ruben- 
stein. 

N. B. — Music composition book for each half year, to be kept in 
ink, drawing of the staff alone excepted. 

LOW EIGHTH GRADE. 

Beading. — Gray's Elegy. 

Spelling. — See Low Fifth Grade. 

English Grammar. — Hyde's Practical EnglisTi Grammar to Part 
Third, page 139. See directions for Low Seventh Grade. 

Arithmetic. — S. & K. Higher to Progression, page 242. 

Physical Geogra'^hy. — Maury's Revised. Go through the book 
with High Eighth. 

Physiology. — Steele's Hygienic. 

U. 8. History. — Chambers', begin with High Eighth. First part 
of work to close of Revolution. 

Composition. — Pupils in this grade should be able to express their 
thoughts easily, naturally, and clearly. They should be able to "com- 
pose" articles on subjects with which they are acquainted. They 
should have practice in writing business forms and letters of various 
kinds. They should also be drilled in the art of oral expression of 
connected discourse, as in the discussion of debatable questions. 

Writi/ng. — As in Low Sixth Grade. 

Drawing. — As in Low Sixth Grade. 

Music. — * Appropriate songs from supplementary song books. 
Daily practice on scales from F below to F above middle C. *Dicta- 
tion work as suggested in Reader No. I., Nat. Mus. Course. Tone 



*See uote, Low Third Grade. 



—36— 

recognition from new songs, sung to words of song. "Loomis Pro- 
gressive Music Lessons/' No. IV., pp. 1-41. *WritteD. transposition 
of song on page 26 to key of B-flat. * Original composition of a 
song to fit the words found on page 208 of the Loomis No. IV. 
*Key signatures of keys of C, G, D, A, E, B, F, B-flat, E-flat, A-flat, 
D-flat, G-flat. *Development of key signatures for scales of C, G, 
and F. * Composition on the life of Mozart, including full mention 
of his style and works. 

N. B. — Music composition book for each half year, to be kept in 
ink, drawing of the staff alone excepted. 

HIGH EIGHTH GRADE. 

Reading. — Longfellow's Evangeline. 

Spelling. — See Low Fifth Grade. 

English Grammar. — Hyde's Practical English Grammar, com- 
pleted. See directions for Low Seventh Grade. 

Arithmetic. — S. & K. Higher, compMed and reviewed. 

Physical Geographij. — Maury's Revised, completed and reviewed 
with Low Eighth. 

Physiology. — Steele's Hygienic. 

TJ. 8. History. — Chambers', completed and reviewed. Include 
Declaration of Independence and Constitution. 

Composition. — See instruction for Low Eighth. 

Writing. — As in Low Sixth Grade. 

Drawing. — As in Low Sixth Grade. 

Music. — * Appropriate songs from supplementary song books. 
Daily practice on scales from F below to F above middle C. *Dicta- 
tion work as suggested in Reader No. L, Nat. Mus. Course. Tone 
recognition from new songs, sung to words of song. "Loomis Pro- 
gressive Music Lessons" No. IV., pp. 42-93. *Written transposition 
of song on page 56 to key of G-flat. * Original composition of a song 
to fit the words found on page 207, second hymn. *Key signatures 
of C, G, D, A, E, B, F, B-flat, E-flat, A-flat, D-flat, G-flat. *Devel- 
opment of key signatures for scales of D, A, B-flat, and E-flat. 
*Compositions on the lives of Abt and Beethoven, giving full men- 
tion of the style and works of each. 

N. B. — Music composition book for each half year, to be kept in 
ink, drawing of the staff alone excepted. 

*See note, Low Third Grade. 



—37— 

COURSE OF STUDY 

FOR THE 

AUSTIN PUBLIC HIGH SCHOOLS. 

ENGLISH. 

Low Junior: 1. Punctuation and Sentence Structure: Lock- 
wood. 

2. Composition : Narration and Amplification. 

3. An account of American Literature: From Outline and 
Notes Given by the Teacher. 

4. ' Selections Bead and Studied in Class : Irving's Sketch Book. 

5. A Eeview of Nouns and Pronouns : Whitney and Lockwood. 
In "3" the teacher will read selections to the class. 

High Junior: 1. Letter Writing, Figures, Versification and 
Common Errors : Lockwood. 

2. Composition : Narration and Easy Description. 

3. American Literature (continued). 

4. Selections Eead and Studied in Class : Hawthorne's "Tales 
of the White Hills." (Eiverside.) Whittier's "Snow Bound," Etc. 
(Eiverside.) 

5. A Eeview of Adjectives and Adverbs: Whitney and Lock- 
wood. 

In "3" the most noted short productions will be read to the class. 
Low Middle: 1. Hisitory of the Language, Elements of the 
Language, and Diction : Lockwood. 

2. Composition : Paraphrases, Description, and Description and 
Narration Combined. 

3. American Literature Finished : Especial Attention Given to 
Southern Literature by Means of Notes and by Selections From 
Manl/s Text. 

4. Selections Eead and Studied: Thanatopsis (47 Eng. Clas- 
sics Series). Vision of Sir Launfal (30 Eiverside). Lowell's 
^''Books and Libraries, and Other Papers." "Holmes' Leaflets" (14 
Eiverside). (39 Eiverside.) 



—38— 

5. Conjunction, Preposition and Interjection. 

In "3" selections will be read to the class. 

High Middle: 1. Genung's Outlines of Ehetoric: To Part II. 

2. Composition: Abstracts, Description, Narration. 

3. Selections Studied: "Warren Hastings" (34 English Clas- 
sics). Carlyle's "Essay on Burns" (70 Eng. Classics). 

4. An Account of English Literature From Outlines and Notes 
Given by the Teacher. 

5. Verb, Infinitive and Participle. 
In "3" selections are read. 

Low Senior: 1. Genung's Outlines of Ehetoric Finished. 

2. Composition : Exposition, and Especial Attention to Para- 
graph Structure. 

3. English Literature (continued) : Selections Eead. 

4. Selections Studied: "As You Like It" (Kellogg's). "The 
Deserted Village." "Eoundabout Papers" (50 Eng. Classics). 

5. Analysis of Sentences. 

High Senior: 1. Eeviews: Parts of Genung's and Lockwood's 
Texts. 

2. Composition : Argument and Persuasion. 

3. English Literature Finished : Selections Eead. 

4. Selections Studied : "Sesame and Lillies." "The Passing of 
Arthur" (128 Eng. Classics). "Gray's Elegy" (19 Eng. Classics). 
"Julius Caesar." 

5. English Grammar (Eeviewed). 

MATHEMATICS. 

Low Junior: Algebra, pp. 1 to 77, Wentworth's Shorter Course. 

High Junior: Algebra, pp. 78 to 171, Wentworth's Shorter 
Course. 

Low Middle: Algebra, pp. 171 to 250, Wentworth's Shorter 
Course. 

High Middle: Geometry, Books I. and II., Wentworth's Plane" 
and Solid Geometry. 

Low Senior: Geometry, Books III., IV., and V., Wentworth's 
Plane and Solid Geometry. 

High Senior: Solid Geometry, Wentworth's Plane and Solid 
Geometry. 



-39— 



LATIN. 



Low Junior : Harper's Inductive Primer. 

High Junior: Harper's Inductive Primer, Composition, Viri 
Eomae. 

Low Middle: Harper's Inductive Primer, Viri Eomge, Compo- 
sition, Grammar (Harkness). 

High Middle: ISFepos, Cassar, Composition, Grammar (Hark- 
ness). 

Low Senior: Sallust, Eutropius, Composition, Grammar (Hark- 
ness). 

High Senior: ■ Cicero, Selected passages for sight reading, Com- 
position, Grammar (Harkness). 

There will be slight changes in the reading of the Senior classes 
from time to time. 

SCIENCE. 

High Junior : Botany, Wood's Lessons in Botany. 

Low Middle : Zoology, Holder's Zoology. 

Low Senior: Physics, — Matter, Mechanics, and Acoustics, — 
Avery's School Physics. 

High Senior: Physics continued, — Heat, Radiant Energy, and 
Electricity, — Avery's School Physics. 

CIVICS. 

Low Junior: Dole's American Citizen. 

HISTORY. 

High Middle : Ancient History, Myer's General History. 

Low Senior: Mediaeval and Modern History, Myer's General 
History. 

High Senior : English History, Montgomery's Leading Facts in 
English History. 

GERMAN. 

Low Junior : Comfort's German Primer (completed), Grammar, 
pp. 1-67, Joynes-Meisner's German Grammar, Exercises, Part I. of 
text, Beginner's German Translation and Exercise Book. 

High Junior: Grammar, pp. 68-104, same text. Exercises, 



Part II. of text, same text. "Ulysses und Kyklop." Other reading 
to be selected. 

Low Middle: Grammar, pp. 104-164, same text. Exereises, 
Part III. of same text. Eeading to be selected. 

High Middle: Grammar, pp. 164-300. Exercises, Part III. 
concluded. Reading to be selected. 

MANUAL TRAINING. 

Low Junior: Free Hand Drawing, Instrumental Drawing and 
Joinery. 

High Junior: Free Hand Drawing, Instrumental Drawing, 
Turning and Carving. 

Low Middle : Free Hand and Instrumental Drawing continued, 
and Forging. 

High Middle: Free Hand and Instrumental Drawing contin- 
ued. Forging continued, Pattern Making and Moulding. 

Low Senior : Drawing continued, and Machine Work. 

High Senior : Drawing and Machine Work. 

COURSE NO. 1. 

Low Junior : English, Latin, Civics, Mathematics. 
High Junior : English, Latin, Science, Mathematics. 
Low Middle : English, Latin, Science, Mathematics. 
High Middle : English, Latin, History, Mathematics. 
Low Senior : English, Latin, History, Mathematics. 
High Senior : English, Latin, History, Science. 

COURSE NO. 2. 

Low Junior : English, Civics, German, Mathematics. 
High Junior : English, Science, German, Mathematics. 

Low Middle : English, Science, German, Mathematics. 
High Middle: English, History, German, Mathematics. 

Low Senior : English, Science, History, Mathematics. 

High Senior: English, Science, History, Mathematics. 

COURSE NO. 3. 

Low Junior : English, Latin, German, Mathematics. 
High Junior : English, Latin, German, Mathematics. 
Low Middle: English, Latin, German, Mathematics. 



—41— 

High Middle : English, Latin, German, Mathematics. 
Low Senior : English, Latin, History, Mathematics. 
High Senior: English, Latin, History, Science. 

COURSE NO. 4. i 

Low Junior: English, Mathematics, Civics, Manual Training. 

High Junior : English, Mathematics, Science, Manual Training. 

Low Middle: English, Mathematics, Science, Manual Training. 

High Middle : English, Mathematics, History, Manual Training. 

Low Senior: English, Mathematics, History, Science, Manual 
Training. 

High Senior: English, Mathematics, History, Science, Manual 
Training. 



TEXT BOOKS USED IN THE AUSTIN PUBLIC 

SCHOOLS. 

PRIMARY GRADES. 

1. Harper's First, Second, Third, and Fourth Readers. 

2. Swinton's Advanced First, Second, Third, and Fourth 
Eeaders. 

3. Fables and Folk Stories (R.iv. Lit. Series, 47, 48). 

4. Stories of Great Americans for Little Americans. 

5. Baldwin's Fairy Stories. 

6. Eggleston's Stories of American Life and Adventure. 

7. Black Beauty. 

8. Swinton's "Word Primer. 

9. Appleton's Elementary Geography. 

10. Hyde's Language Lessons, Book I. 

11. Sutton & Kimbrough's Intermediate Arithmetic. 
13. Zaner, Webb & Ware Copy Books. 

13. Zaner, Webb & Ware Drawing Books. 

14. Natural Music Course, Eipley & Tapper. 

GRAMMAR GRADES. 

1. Eggleston's First Book of American History. 

2. Longfellow's Children's Hour (Eiv. Lit. Series No. 11). 



3. Penny backer's History of Texas. 

4. Longfellow's Paul Eevere's Eide (Riv. Lit. Series No. 63). 

5. Sketch Book (Eng. Classic Series No. 31). 

6. Tales from Shakespeare (Eng. Classic Series No. 42). 
7 Christmas Caror'(Riv. Lit. Series No. 57). 

8. Hawthorne's Wonder Book (Eng. Classic Series No. 168). 

9. Enoch Arden (Eiv. Lit. Series No. 73). 

10. Little Nell (Standard Lit. Series). 

11. Seven American Classics. 

12. Stories of Other Lands. 

13. Gray's Elegy (Eng. Classic Series No. 19). 

14. Miles Standish (Eiv. Lit. Series No. 2). 

15. Longfellow's Evangeline (Eiv. Lit. Series No. 1). 

16. Appleton's Higher Geography. 

17. Sutton & Kimbrough's Higher Arithmetic. 

18. Hyde's Language Lessons, Book II. 

19. Hyde's Practical Grammar. 

20. Maur3'^s Physical Geography. 

21. Chambers' History of the United States. 

22. Zajier, Webb & Ware Copy Books. 

23. Zaner, Webb & Ware Drawing Books. 

24. Natural Music Course, Eipley & Tapper. Loomis Progres- 
sive Music Lessons No. IV. 

HIGH SCHOOL, 

1. Lockwood's Lessons in English. 

2. Genung's Outlines of Ehetoric- 

3. Carpenter's Ehetorical Exercises. 

4. Myer's General History. 

5. Montgomery's History of England. 

6. Dole's American Citizen. 

7. Wentworth's Shorter Course in Algebra. 

8. Wentworth's Plane and Solid Geometry. 

9. Wood's Lessons in Botany. 

10. LeConte's Compend of Geology. 

11. Holder's Zoology. 

12. Avery's School Physics. 

13. Comfort's German Primer. 



-43- 



14. Joynes-Meisner's German Grammar. 

15. Beginner's German Translation and Exercise Book. 

16. Barnhardt's Novelletten and Schiller's Plays. 

17. Harper & Burgess' Inductive Latin Primer. 

18. Harkness' Latin Grammar. 

19. D'Ooge's Yiri Eomse. 

20. Lindsay's Cornelius Nepos. 

21. Caesar, Harper & Tolman. 

22. Cicero, Harper & Gallup. 

23. Eutropius, Caldecott. 

24. Latin Composition, Riggs' In Latinum, Csesar. 

25. Latin Composition, Riggs' In Latinum, Cicero. 



BY-LAWS OF THE AUSTIN CITY SCHOOL 
BOARD. 



The exclusive control of the Austin Public Schools is vested in 
a Board of Trustees consisting of eight members. Three members 
are elected every two years to serve for a period of four years. The 
oncers are a President, Vice-President, Secretary and Treasurer; 
they are elected at the first regular meeting after each election of 
trustees. Meeting first Friday in each month, at 4 p. m. 

The regular meetings occur on the first Friday of each month in 
the office of the Superintendent. Four members constitute a quo- 
rum. The following is the order of business : 

1. Eeading minutes of preceding meeting. 

2. Beport of the Superintendent. 

3. Eeports of standing committees. 

4. Eeports of special committees. 

5. Unfinished business. 

6. 'New business. 

7. Adjournment. 

DUTIES OF OFFICEES. 

PKESIDENT AND VICE-PRESIDENT. 

1. It shall be the duty of the President to preside at all meetings, 
and to conform to the parliamentary rules that usually govern organ- 
ized bodies; to call meetings whfen he thinks it necessary, or when 
asked to do so by two members of the Board of Trustees, and to 
perform all other duties prescribed in the adopted rules of the Board. 

2. It shall be the duty of the Vice-President to perform all the 
duties imposed upon the President in the absence of said officer. 

DUTIES OF THE TREASURER. 

1. The Treasurer shall receive all moneys belonging to the Austin 
Public Schools, and deposit same for safe keeping in a bank, selected 
by the Finance Committee, to the credit of the Board of Trustees of 
the Public Schools of Austin. 



—45— 

2. He shall make no payments except upon warrants drawn by 
the Superintendent and signed by the President. 

3. He shall keep accurate accounts of all receipts and disburse- 
ments which shall be accessible at all times to any member of the 
Board desiring to see them. 

4. He shall make such reports to the County Judge and State 
Superintendent as the law requires, an annual statement of all re- 
ceipts and disbursements to the School Board, and a report of the 
financial, condition of the schools whenever called for by the Presi- 
dent of the School Board. 

5. The Treasurer shall keep the "John T. Allan" fund separate 
and apart from the "General Fund," and keep a separate book for 
said Allan Fund. 

6. He shall give such bond as the law requires. 

DUTIES OF THE SECRETAEY. 

1. It shall be the duty of tihe Secretary to keep, or have kept, the 
minutes of the meetings of the Board and otherwise perform such 
duties as may devolve upon him as secretary, 

COMMITTEES. 

The following standing committees, of three members each, shall 
be appointed by the President at the first regular meeting after his 
election or as soon thereafter as may be convenient : Finance, Eules 
and Regulationis., Buildings and Supplies, Teachers, Text-Books and 
Examinations, and Allan Fund. 

DUTIES OP COMMITTEES. 

1. The Finance Committee shall meet once a month in the office 
of the Superintendent to approve accounts. Accounts that are not 
then approved shall go over to the next meeting, unless otherwise 
ordered by the Committee. When expenses of any magnitude are 
to be incurred, it sfliall be the duty of the Finance Committee to get 
the approval of the Board before the expense is incurred. Also it 
shall be their duty to determine once a year the salaries to be paid 
to all persons employed in the schools and report the same to the 
Board, two months before opening of schools ; to furnish the Board 
once a year with an approximate estimate of the revenues and ex- 
penses for the next year ; to make a report annually of the expenses 



—4:0— 

incurred and the moneys received; to report annually the resources 
and liabilities. 

2. The Buildings and Supplies Committee sliall inspect the dif- 
ferent buildings and grounds, and recommend repairs, purchases of 
grounds and biiildings, erection of buildings, eifcc. They shall make 
their recommendations at each meeting of the Board. Once a year 
they shall carefully inspect all school property land make an estimate 
of the expenses to be incurred in repairing and constru'cting build- 
ings and purchasing and improving grounds ; they shall report the 
same to the Board. They shall recommend the purchase of such 
furniture and supplies as are found necessary. Once a year they 
shall make a report of the supplies purchased, and an approximate 
estimate of what will be needed for tha^next year. 

3. The Committee on Eules and Keg'ulations shall revise the 
rules annually and report the same to the Board. They slhall rec- 
ommend such changes during the year as are found necessary. 

4. The Committee on Teachers, Text-Books and Examinations 
shall inspect, as far as possible, the work of teachers and pupils; 
they shall recommend for graduation pupils who have completed 
the course of study, and for positions teachers ^yrho have passed the 
examinations. They shall recommend once a year the election of 
teachers to positions, subject to the approval of the Board. They 
shall recommend to the Board such changes in text-books as they 
deem advisable. 

5. It shall be the duty of the Allan Fund Committee to audit 
all claims against this Fund ; to investigate all propositions relating 
to the sale or lease of property or the loaning of money belonging 
to this Fund ; to make recommendations to the Board as to the col- 
lection of debts due the Fund, and as to the advisability of extend- 
ing time on loans that become due; and to exercise general super- 
vision over the management of this Fund; provided, that all acts 
of this committee shall be subject to ratification by the Board. 



RULES AND REGULATIONS. 

The following rules and regulations are adopted. They may be 
amended at any time by the Board upon the recommendation of the 
Committee on Eules and Eegulations. They shall be changed by 
an affirmative vote of four members of the Board : 



—47— 
SECTION I. 

DEPARTMENTS. 

The schools are divided into three departments — the Primary, 
the Grammar and the High School. The Primary department con- 
sists of the first;, second, third and fourth grades ; the Grammar of 
the fifth, sixth, seventh and eighth grades; the High School of the 
junior, middle and senior grades. Eacli grade, except the senior, 
consists of a high and a lovi^ division. 

SECTION II. 

SESSIONS. 

1. The school year consists of two terms of four and one-half 
months each, exclusive of Christmas week, unless sooner closed by 
order of the Board. The firait term shall begin on the second Mon- 
day in September ; the second immediately after the close of the first. 

2. The daily session begins at 9 :00 a. m., and closes at 3 :00 p. 
m., except that of the first and second grades in the white schools, 
which closes at 2 :30. The recesses are from 10 :45 to 11 :00 a. m., 
and from 12 :30 to 1 :0O p. m. 

SECTION III. 

HOLIDAYS. 

The holidays shall be as follows: February 22, March 2, and 
April 21, December 25 to January 1, inclusive; and all days ap- 
pointed by the President of the United States or the Governor of 
Texas as days of thanksgiving. 

SECTION IV. 

ADMISSION. 

1. Residents. — All children over seven and under nineteen, not 
otherwise disqualified, whose parents or guardians are l)07ia fide resi- 
dents of the city, shall be entitled to attend the city public schools 
free of tuition. 

2. Non-Residents. — Children within the scholastic age, whose 
parents or guardians are not residents of the city, will be permitted 
to attend the city schools upon payment of tuition monthly, invari- 
ably in advance, at the following rates: $1.50 per month for first 



—48— 

to fourth grades, inclusive ; $2.50 per month for fifth to eighth 
grades, inclusive; $4.00 per month for ninth to eleventh grades, in- 
clusive; provided, that the Superintendent shall assign such chil- 
dren to the proper school buildings ; and provided further , that the 
Superintendent shall have the power to reject any non-resident appli- 
cant where there is not sufficient room for such applicant ^n the 
schools ; and provided further, that should any school room become 
criiivded after the admission of such student, the Superintendent 
shffll have power to discontinue such attendance. 

3. Pupils Over and Under the Scholastic Age. — Pupils over or 
under the scholastic age may be admitted upon the conditions stated 
in Eule 2 ; provided, that children under six years and ten months 
shall not be admitted to the schools. 

4. Scholastic Pupils Residing Beyond the Corporate Limits. — 
Scholastic pupils residing beyond the corporate limits, who have 
their State school funds transferred to the city, may attend the city 
schools for such length of time as their pro rata will pay for tuition 
in the same at rates stated in Eule 2, after which they may attend 
upon payment of tuition as prescribed in Rule 2. This rule shall 
apply to those pupils who are non-residents, but who board in the 
city, and to those who move into the city temporarily for the benefit 
of the schools. 

SECTION V. 

PROMOTIONS. 

1. Promotions are made at the end of each term from the low 
division to the high division of a grade, or from the high division 
of a grade to the low division of the next grade. For promotions, 
a grade of 70 per cent, in each subject is required, or between 60 
and 70 per cent, in one and 70 per cent, in the rest. Pupils who fail 
to meet with this requirement may be promoted on the recommenda- 
tion of the teacher and principal, togetlher with the approval of the 
Superintendent. 

2. The "grade" referred to in the next preceding paragraph is" 
to be determined by the judgment of the teacher in charge, upon 
such tests, oral and written, as said teacher may deem proper or 
necessary ; provided, that the Superintendent shall at all times have 
final authority in determining the character of tests to be used. 

3. If at any time any pupil or his parents shall be dissatisfied 



—49— 

with the teacher's decision, made under the direction of the Super- 
intendent, as' provided in the foregoing paragraph, then said pupil 
shall have the right of a written examination upon the subjects 
taught in the grade from wliidh he seeks promotion, the questions 
in this ease to be prepared by the Superintendent, and the pupil's 
promotion to depend upon his making the grade specified in Eule 1 
of this section. 

Note. — Tlie important question is each case is this : Evevythmg 
considered, is the pupil ahie, to do the work of the grade to which he 
seeks promotion? The teacher's sole aim should be to answer this 
question truly. 

SECTION" VI. 
teachers' examinations and ceetificates. 

1. High School teaohei's and principals of the different schools 
may be employed upon recommendation without examination; pro- 
vided, they hold certificates valid under State law. In filling such 
positioois, however, preference will be given to such teachers as pass 
the examination when other ^considerations are equal. 

(1) A competitive examination is given annually to applicants 
for positions as teachers, and there are issued by authority of the 
Board of Trustees three classes of certificates : 

(a) Primary and Intermediate Certificates to be classed as sec- 
• ond grade certificates. 

(&) High School Certificates) to be classed as first grade certifi- 
cates. 

(c) Permanent Certificates. 

2. (a) Applicants for second grade certificates shall be exam- 
ined in the following branches : Arithmetic, Civil Government, 
Composition, Geography, Physical Geography, Grammar, Texas 
History, U. S. History, Physiology, School Management and Meth- 
ods of Teaching, Eeading, Spelling and Writing. 

(b) Applicants for first grade certificates, in addition to the 
foregoing subjects, shall be examined in Algebra, Elementary 
Geometr)^ Mental Science, Moraf Science and Physics. 

(c) Applicants for Permanent Certificates, in addition to the 
foregoing, shall be examined in the following subjects : Bookkeep- 
ing, Chemistry, Solid Geometry, History of Education, American 
Literature, English Literature, Psychology and Plane Trigonometry. 



—50— 

3. Applicants for certificates of the first or second grade shall 
be required to make not less than 50 per cent, on any one subject — 
100 being the sitandard for a perfect paper — and also a general aver- 
age on all subjects of not less than 75 per cent, for a certificate valid 
for two years ; and a general average of 85 per cent, for a certificate 
valid for four years ; and not less than 60 credits on any subject, and 
a general average of not less than 85 per cent, shall be required in 
order to entitle the applicant to a certificate designated as "Perma- 
nent Certificate." 

4. Applicants shall be entitled to such grade certificates as they 
may merit under the foregoing rules, notwithstanding they may 
have failed to attain the grades required for the certificate of the 
class for which they may have applied. 

5. Annual Competitive Examinations shall be held and record 
kept of the standing of all applicants presenting themselves at such 
competitive examination. 

6. Special examinations may be held by order of the Board of 
Trustees whenever there arises a necess:ity therefor, to fill the places 
of teachers in the Austin Public Schools. 

7. Teachers who hold first or second grade certificates issued 
by the county of Travis, or who hold certificates or diplomas author- 
ising employment in the Public Schools of the State, may be em- 
ployed in the Austin Public Schools as temporary or substitute 
teachers. 

8. In the employment of teachers, all the criteria proper to be 
considered in ordeT to secure the best teaching talent in the City 
Schools, shall be considered by the Board of Trustees and the City 
Superintendent. 

9. Any person holding a second grade or first grade certificate 
may receive in lieu thereof a certificate of the next higher class by 
taking the examination on the additional subjects prescribed for 
such higher class of certificate ; provided, that such applicant's aver- 
age grade on all subjects prescribed for such higher class certificate, 
as shown by both examinations, shall not be less than that hereinbe- . 
fore fixed, and the minimum grade on any subject shall not be less 
than that hereinbefore fixed. 

10. Any valid first grade or permanent State certificate will be 
recognized as valid in the Austin schools when held by a teacher 



—51— 

who has once taken the Austin teachers' examination and obtained 
a first grade city certificate valid for four years; provided, the 
teacher holding such certificate has been engaged regularly in teach- 
ing since the issuance of said Austin city certificate. 

SECTION yii. 

TENURE OF OFFICE AND SALARIES. 

1. The superintendent, principals, teachers and other employes 
of the Board shall be elected antiually; provided, that the employ- 
ment of any teacher who fails to give satisfaction may. be terminated 
by the Board at any time upon the recommendation of the Superin- 
tendent and Committee on Text-Books, Teachers and Examinations. 

2. The salaries of the Superintendent, Principals and High 
School teachers ^hall be fixed annually. The salary of a Primary 
or Grammar school teacher holding a first grade city certificate shall 
be sixty dollars per month after the first year's service in the schools ; 
after five years' service the salaiy of such teacher shall be increased 
five per cent.; after ten years' service five per cent, additional; a 
teacher holding only a second grade city certificate shall not be paid 
more than fifty ($50.00) dollars per month. 

3. Teachers of the Primary and Grammar departments during 
their first year's employment shall receive $50.00 per month; but 
inexperienced teachers may be paid $40.00 per month when the 
Committee on Teachers, Text-Books and Examinations so recom- 
mend. Salaries shall be paid by the calendar month. Salaries 
shall be fixed by the Board annually, and shall not be changed or 
altered during the scholastic year. 

4. There shall be kept in the employment of the Board ajt least 
three supernumerary teachers, each of whom shall receive a salary 
of $20.00 per month. 

5. Regularly employed teachers who are absent less than five 
eongecutive days on account of sickness have no deductions made 
from their salaries. When absent for a longer period of time, not 
to exceed thirty days, they lose half the amount of their salaries, 
and shall receive no pay after thirty days until resumption of duties 
as teacher. 



—53— 
SECTION VIII. 

DUTIES OF SUPERINTENDENT. 

1. To act under fthe direction of the School Board and to see 
thait the rules and regulations are carried out. 

2. To have the general control of all school property; to sec that 
the buildings and premises are kept in a proper state of repair; to 
see thaft the different schools are provided with the necessary furni- 
ture and supplies. 

3. In conjunction with the President of the Board, to assign 
teachers to their respective buildings and grades, and make such 
transfers and assignment of teachers during the year as may be 
necessary. 

4. To employ teachers to fill such vacancies as may occur during 
the year, and report the same at the next meeting of the Board for 
approval or disapproval; to employ janitors and report the same 
tto the Board for approval, and in order that the Board may fix the 
salaries of janitors. 

5. To direct non-resident pupils as to what schools they are to 
attend. 

6. To transfer pupils from one school to another when he has 
good grounds for so doing. 

7. To report pupils to the Board for expulsion or indefinite sus- 
pension. 

8. To reinstate suspended pupils when he deems iit advisable, 
provided the principal and teacher in charge consent ; when they do 
not consent, to refer tthe matter to the Board. 

9. To furnish the principals with a list of such substitute teach- 
ers as may be sent for by the principals in case of absence of 
teachers. 

10. To see iiliat no more teachers or other persons are employed 
than are necessary for efficiently doing the work of the schools. 

11. To notify the principals of such changes in the rules and 
regulations as may concern them. 

12. To give his instructions to the teachers and janitors through 
the principals. 

13. When deemed to the interest of a pupil of any grade to 
promote such pupil to a higher grade, or to remove io a lower grade, 
he shall be authorized to make such promotion or de-gradation. 



—53— 

although such pupil may not have passed the usual examination 
fixed to authorize promotion, or ma}^ have been placed in higher 
grade by promotion. 

14. He shall determine the forms of all registers, records and 
blank books and reports to be used in the schools ; see that they are 
of uniform pattern, and have charge of their distribution to teachers. 

15. To receive all moneys taken in by the collector of rents and 
to deposit the same with the Treasurer of the Board, taking the 
Treasurei-'s receipt for the same. 

SECTION IX. 

DUTIES OF THE CLERK. 

1. To keep the books, accounts, papers, and everything pertain- 
ing to the office of the Superintendeait in proper condition. 

2. To act under the orders of the Superintendent, and to perform 
such duties in and on the outside of the office as he may direct. 

SECTION X. 

DUTIES OF PRINCIPALS. 

1. To act under the direction of the Superintendent and see (that 
the teachers, pupils and janitors comply with the rules. 

2. To assume control of the buildings, premiseis and belongings 
of their respective schools, and to see that they are kept in a proper 
condition. 

3. To be on the s'chool premises one-half hour before the opening 
of school. 

4. To admit, re-admit, and to classify pupils ; but they shall not 
admit to any grammar grade room more than 45 pupils, nor to a 
primary room more than 50 pupils, unless pupils applying for ad- 
mission can not be accommodated at any other building, and then 
only by permission from the Superintendent. 

5. With the assistance of teachers, to examine such pupils for 
admission as have not promotion cards, and for the discharge of 
this duty they shall be at their respective buildings on the two school 
days next preceding the opening of each annual session. 

6. To collect the tuition of pay pupils, and pay the same over to 
the Superintendent, who shall at once deposit the same with the 
Treasurer of the Board, taking the Treasurer's receipt for the same. 



7. To make requisition upon the Superintendent for such sup- 
plies as may be necessary. 

8. To suspend pupils when necessary, and report the same 
promptly, both to the Superintendent and the parent and guardian. 

9. To see that the libraries are kept in proper order; that no 
unsuitable books are kept in them, and direct, as far as possible, with 
the assistance of the teachers, the reading of the pupils. 

10. To make such repoKts to the Superintendent regarding the 
condition of the work of the schools as the Superintendent may 
require. 

11. To notify the teachers of such changes in the regulations as 
may concern them. 

12. To furnish the Superintendent with the daily program of 
each grade as early as possible in each term, and such other reports 
•as may be required. 

SECTION XL 

DUTIES OF TEACHERS. 

1. To act under the direction of the principals; to see that the 
pupils comply with the school regulations, and to see that their 
rooms are properly ventilated, lieated and kept in order. 

2. To discipline as well as teach the pupils of their respective 
rooms, but to secure the advice and co-operation of the principal 
when necessary. 

3. To adopt such rules for the management of their grades as 
they may think proper, not contrary to the rules and regulations of 
the schools; provided, they first submit these rules to the principal 
and secure his approval of the same. 

4. To be on the premises fifteen minultes before the opening of 
school. 

5. To notify the principal thirty minutes before the opening of 
school in case of absence. 

6. To consult with the principal before inflicting corporal pun- 
ishment of any kind. 

7. To report to the principal damages done to the buildings, 
furniture, premises, and in every way to eo-operaite with him in 
maintaining good order. 

8. Not to permit agents to distribute circulars or make announce- 
ments in thoir rooms. 



—55— 

9. To report to the principal at the end of each month how often 
they have been absent or tardy. 

10. To attend sucli meetings as the Superintendent or principal 
may call for the promotion of the interests of the schools. 

11. ]SI"ot to enroll or re-admit any pupil unless instructed to do 
so by the principal. 

13. To keep such a record of the written and oral work of the 
pupils as will enable them at all times to determine approximately 
the standing of pupils. 

13. To report once a month to parents or guardians the standing 
of pupils in conduct, attendance and punctuality, and also their 
grades in their several studies. 

14. To keep on hand for a reasonable length of time all written 
work of pupils fto show for itself in case of complaint. 

15. To drop the name of a pupil from the roll as soon as there 
is satisfactory evi'dence that the pupil has left sdhool; to drop the 
name of a pupil who has been absent without sufficient cause for 
three consecutive days. 

16. To report {to the principal once per month all pupils whose 
names have been dropped and those who have been absent or tardy 
without reasonable excuse ; to report at once pupils who leave school 
without permission. 

SECTION XTI. 

DUTIES OF SUPERNUMERARIES. 

1. To fill the place of any teacher who is absent on account of 
sickness, visiting, or other cause. 

2. To take charge of the principal's room when the principal is 
engaged in supervising work in other rooms. 

3. To discharge any other duty assigned by principal or Super- 
intendent. 

4. AVhen not otherwise engaged, to visit rooms of regular teach- 
ers for the purpose of observing methods of teaching and managing. 

SECTION XIII. 

DUTIES OF SUPERVISORS. 

1. To prepare a general outline of work for all grades in their 
respective departmenrts. 



—56— 

2. To funiis'h each fteacher a full and complete outline of the 
work to be done in her grade. 

3. To visit each grade room regularly once a week for the pur- 
pose (1) of testing pupils in work previously assigned; (2) of giv- 
ing pupils lessons in advanced work; (3) of observing work and 
methods of regular teachers; and (4) of giving such special instruc- 
tions to pupils and teachers as may be proper and necessary. 

4. To hold such meetings of teachers as may be deemed necessary 
by the supervisor for the general direction of the work and for the 
advancement of the teachers. 

SECTION XIV. 

COMPLAINTS AND GRIEVANCES. 

1. All complaints made by parents or others against any of the 
teachers of the city schools, growing out of the rela.tion of teacher 
and pupil on account of any supposed or real mistreatment of their 
children, either in discipline or instruction, must be made in a writ- 
ten communication addressed to the Superintendent, whose duty it 
shall be to adjust the same; provided, that any parent or guardian 
who may not be satisfied wilth the Superintendent's action may have' 
the right to appeal to the Board; but complaints may be considered 
by the Board only on .appeal from the Superintendent's decision and 
in session of the Board. 

2. All cases of discipline should. When possible, be settled by 
the teacher in charge; but when this is not possible, then the diffi- 
culty should be referred to the principal for settlement. 

SECTION XV. 

DUTIES OF PUPILS. 

1. To act under the direction of their teachers in their rooms, 
and under the direction of the principal and teachers outside of 
their rooms and on the road to and from school. 

2. To come directly to school and go directly home without being 
guilty of any misconduct on the road. 

3. Not to arrive at school before the time for the arrival of the 
principal. 

4. To be responsible for the condition of their deslcs, seats, and 



—57— 

books; not to abuse tbe school building, furniture or premises by- 
marking, cutting, or in any other way. 

5. To be art school in time for roll call and to bring "written ex- 
cuses for all cases of absence or tardiness. 

6. To provide themselves with all necessary books and &ehoo>l 
material. 

7. To notify the teacher when they intend to withdraw or be 
absent for a time. 

8. To be neat and clean in person and dress. 

9. To refrain from throwing stones, pebbles, or anything to 
which like danger is attached. 

10. ISTot to bring or use tobacco upon the premises. 

11. To refrain from the use of obscene and profane language, or 
any act of a similar character. 

13. To cotaiply with such rules as the teacher may adopt for the 
government of her own room. 

13. To attend the scTiools designated for their respective wards, 
except when permission is granted by the Superintendent to attend 
other schools. In the ease of non-residents, to attend such schools 
as the Superintendent may direct. 

14. Not to leave the premises without the permission of the 
principal or teacher. 

15. Not to attend sdhool when afflicted with or exposed to a con- 
tagious disease. 

16. Pupi'ls who shall deface or injure the school property shall 
pay in full for all damages, and if they fail to do so within one 
week, they shall be suspended by the principal ; and it shall be the 
duty of all teachers to read this rule to their pupils at the opening 
of the session, and to each new pupil admitted. 

17. For each case of absence or tardiness on the part of any 
pupil, a written excuse signed by the parent or guardian must be 
presented to the teacher, and said excuse must state some valid and 
satisfactoi-y cause for the pupil's absence or tardiness. Pupils ab- 
sent more than three times, or tardy more itham three times, or 
absent and tardy more 1^an three times without valid excuse, may 
be referred to the Superintendent, and at his discretion may be sus- 
pended. 



— SB- 
SECTION XVI. 

DUTIES OF JANITORS. 

1. To keep the school rooms, halls, premises and grounds in a 
neat and orderly condition. 

2. To see to the heating and ventilating of the rooms before 
school, and at such times during the day as may be necessary. 

8. To remain on the preanisas during the day, except when ex- 
cused or sent away by the principal. 

4. To regulate the clocks and ring the bells. 

5. To report to the principal any abuse of the building, furni- 
ture or premises that may occur. 

(I. To perform such other duties as the principal may direct. 

SECTION XVII. 

PAYMENT OF CLAIMS. 

1. No claim of any kijid against the Board of Trustees of the 
Austin Public Schools shall be paid until the same has been ap- 
pi^oved by the Superintendeait and a majority of the Finance Com- 
mittee; and all claims so approved shall be paid by warrant, payable 
to the party entitled to receive the same, stating on what account 
the claim is paid, drawn upon the Treasurer of the Public Schools, 
and signed by the President of tlie Board ; provided, that the Board 
may, from time to time, authorize the President of the Boar'd to 
issue to the Superintendent warrants drawn and signed as herein- 
before explained, for funds to be known as Contingent Funds, to be 
useid by the Superintendent in defraying current expenses; but the 
amount so transferred to the Superintendent at any one time shall 
never exceed $100.00, and the Superintendent shall be required to 
file a statement with the Finance Committee once a month, showing 
the condition of the Contingent Funds, said statement t.o be accom- 
panied with vouchers for all amounts paid out. 

2. The names of the officers, teachers, janitors and lessors of 
property to the City Public Schools shall be placed in a monthly 
pay-roll book, to be kept therefor by the Superintendent ; the pay- 
rolls to be called respectively the "Officers' Pay-roll," the "Teachers' 
Pay-roll," the "Janitors' Pay-roll," ajid "Pent Pay-roll." 



—59— 

3. All other claians* against the Cit_x Public Schools shall like- 
wise be paid by a draft drawn, as in Section I; but an. itemized 
aeooimt 'shall accompany the draft, stating the nature of the claim 
and bearing the approval of the Finance Committee. 

SECTION XVIII. 

PLAY GROUNDS. 

1. The play grounds of the male aaid female pupils shall be sep- 
arate and distinct. 

SECTION XIX. 

BUILDINGS. 

1. Public school buildings, furniture, apparatus, and other school 
property belonging to the Board of Trustees of the Austin Public 
Schools shall be used exclusively for public school purposes. 

SECTION XX. 

• TEACHERS'' NORMAL INSTITUTE. 

1. There shall be established and maintained throughout the 
session a Teachers' Institute, which shall hold its meetings at leaist 
once a month, on Saturday of the week. 

2. All the teachers of the City Public Schools are required to 
attend promptly and regularly the meetings thereof, and to perform 
such duties as may be assigned them. 

3. There shall be held on the Saturday preceding the anmual 
opening of the sichools in September, an organizing teachers' meet- 
ing, and the Superintendent shall act as chairman of such meeting. 
At this meeting, teachers elected shall be permanently assigned to 
their positions by iihe Superintendent. Teachers absent shall not 
be assigned ; but substitutes shall be put in charge until the cause of 
their absence be reported to the Superintendent, who shall act upon 
the matter. 

4. Any teacher failing to attend any of the said meetings, or re- 
fusing to perform the duties assigned without giving reasonable 



*It will assist parties having claims against the City Public Schools to send 
them to the Superintendent, who will attend to their claims by having them 
approved by the Finance Committee and procuring and delivering a draft for 
the amount due them. 



—60— 

excuse, shall be deemed guilty of neglect of business and duty, and 
may be dismissed from the Public School service by the Board of 
Trusitees. Absence frv>m said meetings shall be considered the same 
as loss of a day from regular school work amd reported as such; 
the amount of lose of time shall be deducted from monthly salary. 

5. The Superintendent shall be ex-officio conductor of the 
Teachers' Institute. He shall appoint assistant conductors and such 
other officers as may be necessary. He shall see that proper 'and 
faithful records of the proceedings of the meetings are kept and pre- 
served, which shall be subject to the inspection of the Board of 
Trustees. 

6. The Normal Institute for white and colore/d teachers shall be 
held on different days, 

7. Attendance of teachers upon meetings called and held by the 
supervisor of music or the supervisor of writing and drawing, and 
the discharge of duties assigned to teachers by supervisor at such 
meetings, shall be subject to the requirements ajid penalties named 
in Article 4 of this section. 



LIST OF TEACHERS. 

WHITE. 

HIGH SCHOOL. 

Principal, J. E. Pearce 

Alfred Freshney 310 W. 9th St. 

Miss Nannie Dawson 202 E. 9tli St. 

Miss Fannie Ottley 1207 San Jacinto St. 

Miss Mary Deeherd 2213 Nueces St. 

Miss Helen Hornsby 1401 Colorado St. 

N. S. Hunsdan 503 E. 8tli St. 

E. E.- Goodell 1910 Nueces St. 

EAST AUSTIN. 

Principal, J. L. Taff 2010 University Ave. 

Miss Anna Ellis McDonald Building. 

Miss Margaret Eiley 502 E. Sth St. 

Miss Janie Warren 1802 Pearl St. 

Miss Ada Blackburn 2508 Nueces St. 

Miss Laura Allison Cor. Chicon and E. 21st Sts. 

Miss Lucy Eead Morris House, 

Miss Elfrieda Jessen 1302 Sabine St. 

Miss Florence Worthy 203 E. 9th St. 

Miss Mary Downie 906 Trinity St. 

Miss Josephine Houston 2211 Nueces St. 

Miss Emma Puckeitt 303 E. 15th St. 

WEST AUSTIN. 

Principal, T. A. Brown 609 Westlin St. 

Miss Jessie Sayers G-overnor s Mansion. 

Miss Oetavia Clifton 205 W. 7th St. 

Miss xlnnie Blanton 2104 Pearl St. 

Miss Clovie Hill 2106 Pearl St. 



—62— 

Miss Lula Bewley 313 W. 6tli St. 

Mis? Lucile James 310 W. 8th St. 

Miss Lucille Byers 802 San Antonio St. 

Mrs. A. D. Pickrell 2300 Pieces St. 

Miss Lillie Webb 

Miss Minnie Dill Gor. Colorado and W. 17th Sts. 

Miss Emily Numbers 1201 Rio Grande Si. 

ARSENAL BLOCK. 

Principal, Miss F. E. Brooke 1302 Curve St. 

Miss Pauline Trueblood 10th and West Ave. 

Miss Annie Jary 203 E. 9th St. 

Miss Nina Hill 2106 Pearl St. 

Miss Ellen Cooke 2307 San Antonio St. 

Miss Ellen Maddox . .802 W. Blanco St. 

Miss Effie Graves 1400 W. 5th St. 

Miss Mary Carlisle 1906 San Antonio St. 

Miss Katie Eanes 203 E. 9th St. 

NORTH AUSTIN. 

Principal, V. R. Morris 803 W. 22nd St. 

Miss Mary Johnson 2112 August St. 

Miss Nellie Hall 805 W. 21st St. 

Miss Maggie Gilmer • 2211 Nueces St. 

Miss H. A. McCrillie 3204 Guadalupe St. 

Miss M.ary Lee Horton 805 W. 32^ St. 

Miss Kittie Carlisle 1906 San Antonio St. 

Miss Gertrude Whitis 210 W. 27th St. 

SOUTH AUSTIN. 

Principal, J. H. Day South Austin. 

Miss Daisy Warren 1802 Pearl St. 

Miss Agnes Brady 1903 W. San Marcos St. 

Miss Corelia Whitten • 

HYDE PARK. 

Principal, Miss Willie R. Smith Hyde Park. 

Mrs. Z. L. Hunt Hyde Park. 

Miss Mary Lowry Cor. W. 31st and King Sts. 



-63— 



FIRST WARD. 

Mrs. E. M. E. Garland 1609 E. 9th St. 

Miss Edla Moody 410 W. 3nd St. 

SUPERNUMERARIES. 

Miss Eula Hill 2004 Pieces St. 

Miss Ena Allen 

Miss Hallie Walker 707 W. lOtli St. 

SPECIAL TEACHERS. 

Miss Mary S. Butler, Music. 
Leon W. George, Writing and Drawing. 



COLORED TEACHERS. 

ROBERTSOISr HILL. 

Principal, L. C. Anderson 1010 Olive St. 

C. M. White 909 E. 10th St. 

Mrs. C. L. Woodward 1603 E. 7th St. 

WEST AUSTIN. 

Principal, W. H. Passon 1304 E. 6th St. 

L. B. Kinchion 1700 Concho St. 

W. T. McCall 

Mrs. F. E. Harrell .1403 E. 12th St. 

Mrs. A. 0. Hubbard 807 E. 11th St. 

GREGORYTOWN". 

Principal, G. W. N"orman 1702 E. 8th St. 

Miss A. L. Evans 1307 E. 6th St. 

Mrs. J. E. Lampkin 1406 Angelina St. 

K. M. Meroney 1202 Curve St. 

Mrs. L. E. Lee 603 Comal St. 

Mrs. E. S. Lyons 1808 E. 13th St. 

Miss F. S. Hamilton 602 E. 14th St. 

Mrs. L. E. Lashwah 1108 Waller St. 

WHEATVILLE. 

Principal, A. Jackson, Jr 1607 Chincapin St. 

Miss Tennie Hardwell 



LIBRftRY OF CONGRESS 



021 524 680 2 



